.J 


[united  states  bureau  of  education 

(BULLETIN,  1915,  NO.  23 WHOLE  NUMBER  650 


KE  TEACHING  OF  COMMUNITY 

CIVICS 


PREPARED    BY   A    SPECIAL    COMMITTEE    OF    THE 

COMMISSION  ON  THE  REORGANIZATION  OF 

SECONDARY  EDUCATION  NATIONAL 

EDUCATION  ASSOCIATION 

CONSISTING  OF 

J.  LYNN  BARNARD 

SCHOOL  OP  PEDAGOGY.  PHILADELPHIA 

F.  W.  CARRIER 

PRINCIPAL  WILMINGTON  (MASS.)  HIGH  SCHOOL 

ARTHUR  WILLIAM  DUNN 

SPECIALIST  IN  CIVIC  EDUCATION 
UNITED  STATES  BUREAU  OP  EDUCATION 

and 

CLARENCE  D.  KINGSLEY 

HIGH  SCHOOL  INSPECTOR.  MASSACHUSETTS  BOARD  OP  EDUCATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1915 


UNITED     STATES     BUREAU    OF    EDUCATION 

BULLETIN,  1915,  NO.  23 WHOLE  NUMBER  650 


«     »      >  » 


THE  TEACHING  OF  COMIVlUNITY 

CIVICS 


PREPARED    BY   A    SPECIAL    COMMITTEE    OF    THE 

COMMISSION  ON  THE  REORGANIZATION  OF 

SECONDARY  EDUCATION  NATIONAL 

EDUCATION  ASSOCIATION 

CONSISTING  OF 

J.  LYNN  BARNARD 

SCHOOL  OF  PEDAGOGY.  PHILADELPHIA 

F.  W.  CARRIER 

PRINCIPAL  WILMINGTON  (MASS.)  HIGH  SCHOOL 

ARTHUR  WILLIAM  DUNN 

SPECIALIST  IN  CIVIC  EDUCATION 
UNITED  STATES  BUREAU  OF  EDUCATION 

and 

CLARENCE  D.  KINGSLEY 

HIGH  SCHOOL  INSPECTOR.  MASSACHUSETTS  BOARD  OF  EDUCATION 


WASHINGTON 
GOVERNMENT  PRINTING  OFRCE 

1915 


ADDITIONAL  COPIES 

or  THIS  PUBUCATION  MAY  BE  PROCURED  FROSl 

THE  RUPrRINTENDENT  OF  DOCUMENTS 

GOVERNMENT  PRINTING  OFFICE 

WASHINGTON,  D.  C. 

AT 

10  CENTS   PER  COPY 
V 


CONTENTS. 


Page. 

Letter  of  transmittal 5 

Preface 7 

Part  I :  Aims  and  Methods  in  Teaching  Community  Civics 9 

"Who  is  the  good  citizen?. 9 

Stages  in  developing  good  citizenship 9 

What  is  community  civics? 11 

Place  of  community  civics  in  the  school  program 11 

Specific  aims  of  community  civics 12 

Elements  of  welfare  suggested  as  topics 12 

Method  of  teaching  community  ci\'ics 13 

Application  of  principles  to  conduct 18 

Part  1 1 :  Suggested  Treatment  of  the  Elements  of  Welfare 20 

Health 20 

Protection  of  life  and  property 24 

Recreation 26 

Education 28 

Civic  beauty 31 

Wealth 33 

Communication 37 

Transportation 39 

Migration 41 

Charities 42 

Correction 46 

How  governmental  agencies  are  conducted 48 

How  governmental  agencies  are  financed 49 

How  voluntary  agencies  are  conducted  and  financed 50 

Part  III :  Bibliographical  Suggestions 51 

Textbooks 51 

Source  materials : 51 

Reference  texts 52 

Laboratory  material 53 

References  on  method 54 

3 


449047 


LETTER  OF  TRANSMIHAL. 


Department  of  the  Interior, 

Bureau  of  Education, 

Washington,  June  8,  1915. 

Sir:  For  good  citizenship  men  and  women  must  not  only  have 
good  will,  but  an  abiding  interest  in  the  w^eKare  of  the  commimity. 
They  must  also  have  a  working  knowledge  of  social  agencies,  good 
judgment  as  to  methods  of  social  activities,  and  a  more  or  less  com- 
prehensive imderstanding  of  fundamental  principles  of  social  life  and 
progress.  •  Much  can  be  done  in  childhood  and  in  the  elementary 
grades  of  the  school  to  create  mterest  and  give  a  certahi  amount  of 
concrete  knowledge  of  particular  social  activities  and  agencies,  but 
not  until  bo3^s  and  girls  have  reached  the  years  of  adolescence,  the 
high-school  age,  can  they  begin  to  gam  any  very  full  understandmg 
of  abstract  principles  of  social,  civic,  and  governmental  life.  Instruc- 
tion m  this  subject  m  the  high  school  is  therefore  of  utmost  impor- 
tance. For  use  in  the  high  schools  many  textbooks  and  manuals 
have  been  prepared  on  this  subject,  some  good  and  some  not  so  good, 
but  there  is  -still  need  for  good  manuals  on  the  subject  of  community 
civics  that  wiU  help  teachers  to  treat  the  subject  in  an  inductive  way 
and  to  relate  it  properly  to  other  subjects  and  to  the  past,  present, 
and  future  life  of  the  students.  The  manuscript  transmitted  here- 
with offers  such  help,  and  I  therefore  recommend  that  it  be  published 
as  a  bulletin  of  the  Bureau  of  Education.  It  was  prepared  by  a 
special  committee  of  the  National  Education  Association's  commission 
on  the  reorganization  of  secondary  education.  This  special  commit- 
tee consists  of  Prof.  J.  Lynn  Barnard,  of  the  PhUadelphia  School  of 
Pedagogy;  Clarence  D.  Kingsley,  liigh-school  inspector  for  the  ^las- 
sachusetts  State  Board  of  Education;  F.  W.  Carrier,  principal  of  the 
Wilmington  (Mass.)  High  School;  and  Arthur  Wdliam  Dunn,  special 
agent  in  civic  education  for  this  bureau. 

Respectfully  submitted. 


The  Secretary  of  the  Interior. 


P.  P.  Claxton, 

Commissioner. 


PREFACE. 


The  substance  of  this  manual  was  developed  in  the  summer  of 
1914  when  Dr.  J.  Lynn  Barnard,  at  the  invitation  of  the  Massachu- 
setts Board  of  Education,  conducted  a  course  at  Hyannis  for  teachers 
of  community  civics.  Part  of  the  material  used  in  Dr.  Barnard's 
course  was  gathered  by  a  committee  of  Massachusetts  teachers  con- 
sistmg  of  Margaret  McGill,  Newton  High  School,  chairman;  F.  W. 
Carrier,  principal  Wilmington  (Mass.)  High  School;  Walter  H.  Gush- 
ing, principal  Framingham  High  School;  Mabel  Hill,  Dana  Hall 
School,  Wellesley;  Clarence  D.  Kingsley,  high-school  inspector,  Mas- 
sachusetts Board  of  Education;  and  Winthrop  Tirrell,  Boston  High 
School  of  Commerce.  During  the  past  year  the  undersigned,  who 
were  constituted  a  special  committee  of  the  committee  on  social 
studies  of  the  National  Education  Association's  commission  on  reor- 
ganization of  secondary  education,  have  given  much  time  to  the 
preparation  of  the  manual.  The  committee  desires  to  acknowledge 
valuable  suggestions  from  Dr.  David  Snedden,  Commissioner  of  Edu- 
cation, Massachusetts;  Thomas  Jesse  Jones,  of  the  United  States 
Bureau  of  Education  and  chairman  of  the  committee  on  social 
studies;  and  Jessie  C.  Evans,  of  the  William  Penn  High  School  for 

Girls,  Philadelohia. 

J.  Lynn  Barnard. 

F.  W.  Carrier. 
Arthur  W.  Dunn. 
Clarence  D.  Kjngsley. 
June  15,  1915. 

97151°— 15 2  '  7 


•        *     « 


THE  TEACHING  OF  CCMMUNlTYCIVlCSu- 


PART  I. 

AIMS  AND  METHODS  IN  TEACHING  COMMUNITY  CIVICS. 


I.  WHO  IS  THE  GOOD  CITIZEN? 

The  good  citizen  may  be  defined  as  a  pereon  who  habitually 
conducts  himself  with  proper  regard  for  the  welfare  of  the  communi- 
ties of  which  he  is  a  member,  and  who  is  active  and  intelligent  in 
his  cooperation  with  his  fellow  members  to  that  end. 

The  welfare  both  of  the  individual  and  of  the  community  depends 
upon  various  factors,  such  as  health,  education,  recreation,  civic 
•  beauty,  wealth,  communication,  transportation.  In  order  to 
secure  these  elements  of  welfare  the  individual  and  the  community 
are  dependent  upon  many  social  agencies,  such  as  pure-food  laws, 
schools,  playgrounds,  parks,  factories,  post  offices,  railroads.  The 
usefuhiess  of  such  social  agencies  depends  upon  the  intelligence 
and  readmess  with  which  the  members  of  the  community  establish, 
direct,  and  cooperate  with  them.  They  may  be  classified  as  govern- 
mental or  voluntary  according  to  the  nature  of  their  support. 

It  is  evident,  therefore,  that  the  good  citizen  will  possess  an 
abiding  interest  in  the  welfare  of  the  community,  a  working  knowledge 
of  social  agencies,  and  good  judgment  as  to  those  means  and  methods 
that  will  promote  one  social  end  without  at  the  same  time  defeating 
other  social  ends.  Furthermore,  he  must  have  the  point  of  view 
that  progress  is  essential  in  order  that  he  may  do  as  well  by  civiliza- 
tion as  did  his  fathers  before  him.  Every  community  also  needs 
citizens  who  possess  a  large  measure  of  social  initiative  and  the 
power  of  leadership. 

n.    STAGES  IN  DEVELOPING  GOOD  CITIZENSHIP. 

Training  for  good  citizenship  must  begin  even  before  the  child 
enters  school  and  must  continue  through  school,  and  indeed  through 
life.     Four  stages  in  the  process  are  well  marked. 

1 .  Before  the  child  enters  ■  school  he  receives  from  the  family 
life  itself  his  first  impressions  of  cooperation  and  responsibility. 
Whether  these  impressions  and  the  social  habits  inculcated  shall  be 
for  good  or  for  ill  depends  upon  the  atmosphere  and  efforts  of  the 

9 


10  TEACHING    OF   COMMUNITY   CIVICS. 

home.     IJoraP  educaition  is?  thus  the  first  factor  in  the  development  of 
good  citizQiVship. .  V  :  :•  :  •.  / 

2.  Betwe<jn,th.o.ages  of  .6  arid  12  the  child  enters  the  larger  com- 
munity-, .the  sth'ool.  ■ 'The  *  establishment  of  right  social  relations 
by  and  within  the  school  is  now  of  prime  importance.  Moreover, 
the  school  should  consciously  interpret  to  the  child  the  community 
nature  of  the  home,  for  the  teacher  can  speak  as  an  interested 
outsider  regarding  the  relation  of  the  child  to  the  parent.  The 
school  should  also  lead  him  to  see  how  the  grocer,  the  iceman,  the 
pohceman,  the  postman,  and  many  others  in  the  larger  community 
outside  of  the  home  and  the  school  enter  into  his  life  and  contribute 
to  his  welfare  and  the  welfare  of  others.  Civic  education  at  this 
stage  need  not  consider  the  organized  agencies  through  which  men 
cooperate,  but  the  pupil  must  become  more  and  more  conscious  of  the 
interdependence  of  individuals  in  the  community.  Through  the 
study  of  appropriate  literatm'e  and  through  acquaintance  with  noble 
characters  of  history  he  should  form  ideals  of  loyalty  and  of  personal 
honor  and  integrity. 

3.  Between  the  ages  of  12  and  15,  the  early  adolescent  period, 
the  outside  community  enters  more  largelj-  into  the  pupil's  expe- 
rience, and  it  should  be  interpreted  to  him  in  terms  of  wider  human 
relationship.  Accordingly,  the  civic  education  of  the  youth  should 
include  elementary  history,  community  civics,  and  some  study  or 
survey  of  typical  vocations. 

Community  civics  should  be  taught  during  this  period  in  the 
child's  life,  so  that  when  the  psychological  changes  of  adolescence 
occur  there  shall  have- been  laid  a  basis  for  turning  the  social  instinct 
displayed  in  the  gang  spirit  of  boys  and  in  the  groping  sentimentality 
of  girls  into  useful  channels  of  social  feeling,  social  thougJit,  and  social 
action.  In  this  course  the  civic  grasp  of  the  pupil  should  be  strength- 
ened by  helping  him  to  compare  the  conditions  in  his  own  community 
with  those  in  other  communities,  and  the  conditions  in  his  own 
time  with  those  of  other  times.  Moreover,  this  habit  of  comparing 
social  conditions  will  be  almost  indispensable  to  the  pupil  when  he 
comes  to  the  history  that  should  follow,  because  the  new  type  of 
history  is  placing  its  emphasis  on  such  comparisons. 

The  study  of  vocations  here  suggested  should  be  taught  during 
this  period  not  merely  to  help  the  pupil  choose  his  vocation  intelli- 
gently, when  the  time  comes  to  make  such  choice;  but  it  should  be  so 
taught  as  to  make  it  perfectly  clear  to  the  pupil  that  each  citizen 
in  his  choice  of  vocation,  in  his  preparation  for  it,  and  especially 
in  the  way  in  which  he  conducts  himself  after  he  has  entered  upon  it, 
shows  the  quality  of  his  citizenship.  This  study  should  also  give  the 
pupil  a  respect  and  an  appreciation  for  many  vocations  and  should 


AIMS  AND   METHODS.  11 

thus  develop  a  better  understanding  between  citizens  of  diverse 
callings,  including  a  better  understanding  between  capital  and  labor. 

4.  Between  the  ages  of  15  and  18,  the  civic  education  of  the  third 
period  should  be  continued  by  means  of  courses  in  history  and 
elementary  economics,  culminating  in  an  advanced  course  in  civics. 

Not  civics  alone,  but  the  entire  group  of  social  studies — civics, 
history,  and  economics — should  have  for  its  immediate  aim  the 
training  of  the  good  citizen.  It  should  stiU  further  be  recognized 
■  that  the  work  of  the  public  school  m  trainmg  for  citizenship  is  not 
limited  even  to  the  social  studies,  but  involves  a  socialized  pomt  of 
view  for  all  mstruction  and  for  aU  school  management  and  discipline. 
With  this  recognition  of  the  problem  of  civic  education  in  all  its 
breadth,  this  bulletin  is  designed  to  give  help  hi  one  phase  of  the 
subject  only,  namely,  community  civics. 

m.   WHAT  IS  COMMUNITY  CIVICS? 

The  social  study  to  which  the  name  ''community  civics"  has  been 
applied  is  well  defined  or  described  m  Civic  Education  Circular  No.  1, 
issued  by  the  United  States  Bureau  of  Education: 

The  aim  of  community  civics  is  to  help  the  child  to  know  his  community — not 
merely  a  lot  of  facts  about  it,  but  the  meauing  of  his  community  life,  what  it  does  for 
him  and  how  it  does  it,  what  the  community  has  a  right  to  expect  from  him,  and  how 
he  may  fulfill  his  obligation,  meanwhile  cultivating  in  him  the  essential  qualities  aud 
habits  of  good  citizenship. 

Community  civics  lays  emphasis  upon  the  local  community  because  (1)  it  is  the 
community  with  which  every  citizen,  especially  the  child,  comes  into  most  intimate 
relations,  and  which  is  always  in  the  foreground  of  experience;  (2)  it  is  easier  for  the 
child,  as  for  any  citizen,  to  realize  his  membership  in  the  local  community,  to  feel  a 
sense  of  personal  responsibility  for  it,  and  to  enter  into  actual  cooperation  with  it,  than 
is  the  case  vnth  the  national  community. 

But  our  Nation  and  our  State  are  communities,  as  well  as  our  city  or  village,  and  a 
child  is  a  citizen  of  the  larger  as  of  the  smaller  community.  The  significance  of  the 
term  "community  civics"  does  not  lie  in  its  geographical  implications,  but  in  its 
implication  of  community  relations,  of  a  community  of  interests.  *  *  *  It  is  a 
question  of  point  of  view;  and  community  civics  applies  this  point  of  view  to  the 
stud)'  of  the  national  community  as  well  as  to  the  study  of  the  local  community. 

IV.   PLACE  OF  COMMUNITY  CIVICS  IN  THE  SCHOOL  PROGRAM. 

Community  civics  should  be  taught  in  the  elementary  gi'ades,  and 
should  be  contmued  in  a  more  comprehensive  course  in  the  first  year 
of  the  high  school.  Many  pupils  do  not  enter  high  school  at  all;  and 
those  who  do  should  aheady  have  begun  to  acquire  habits  of  civic 
thought  and  action.  Experience  proves  that  pupils  who  have  had 
such  training  in  the  elementary  schools  are  the  better  prepared  for 
their  high-school  work,  especially  in  the  field  of  social  studies.  They 
are  also  the  better  prepared  for  the  transition  to  the  larger  freedom 
and  responsibility  of  the  high  school.  But  civic  training  must  be  a 
continuous  nrocess,  and  the  gi'eater  maturity  of  the  high-school  pupil 


12  TEACHING   OF   COMMUNITY   CIVICS. 

makes  possible  the  development  of  phases  of  the  subject  that  are 
impracticable  in  the  elementary  school. 

It  is  suggested  that  five  periods  per  week  be  devoted  to  community 
civics  through  the  entire  freshman  year,  although  a  part  of  the  year 
may  well  be  used  for  a  survey  of  vocations  whenever  the  teachers  are 
prepared.     (See  p.  10.) 

The  methods  and  subject  matter  suggested  in  this  bulletm  are 
adapted  both  to  the  seventh  and  eighth  grades  of  the  elementary 
school  and  to  the  freshman  year  of  the  high  school;  but  the  scope  of 
the  elementary  and  high-school  courses,  when  both  are  given,  should 
be  agreed  upon  by  teachers  and  local  school  authorities  to  avoid 
duplication.  It  may  be  found  desirable,  however,  for  the  high-school 
class  to  study  from  a  new  angle  some  of  the  topics  considered  in  the 
elementary  school. 

V.    SPECIFIC  AIMS  OF  COMMUNITY  CIVICS. 

To  accomplish  its  part  in  the  training  for  citizenship,  community 
civics  should  aim  primarily  to  lead  the  pupil: 

1.  To  see  the  importance  and  significance  oj  the  elements  of  community 
welfare  (see  below  and  p.  1)  in  their  relations  to  himseH  and  to  the 
communities  of  which  he  is  a  member; 

2.  To  Icnow  the  social  agencies,  governmental  and  voluntary,  that 
exist  to  secure  these  elements  of  community  welfare; 

3.  To  recognize  his  civic  ohligation,  present  and  Juture,  and  to 
respond  to  them  by  appropriate  action. 

These  three  aims  are  given  in  the  above  order  because  it  is  essential 
to  the  success  of  this  course  that  at  the  outset  the  interest  of  the  pupil 
be  attached  to  the  elements  of  common  welfare,  and  that  he  be  taught 
to  think  of  each  agency  as  a  means  to  an  end  and  not  as  an  end  in 
itself.  Each  part  of  the  study  should  culminate  in  a  recognition  of 
personal  responsibility  as  a  good  citizen,  and,  as  far  as  possible,  in 
appropriate  action. 

Many  courses  in  civics  fail  because  they  fix  attention  upon  the 
machinery  of  government  rather  than  upon  the  elements  of  commu- 
nity welfare  for  which  government  exists;  that  is,  they  familiarize 
the  pupil  vrith  the  manipulation  of  the  social  machinery  without 
showing  him  the  importance  of  the  social  ends  for  which  this  machin- 
ery should  be  used.  Consequently,  the  pupil,  upon  leaving  school, 
uses  his  knowledge  for  ends  which  are  most  evident  to  him,  namely, 
his  o^vn  selfish  interests. 

VI.   ELEMENTS  OF  WELFARE  SUGGESTED  AS  TOPICS. 

For  the  purpose  of  this  course  in  community  civics  it  is  suggested 
that  the  following  elements  of  welfare  be  studied  as  topics :  (1)  Health; 
(2)  Protection  of  life  and  property;  (3)  Recreation;  (4)  Education; 


AIMS    AND    METHODS.  13 

(5)  Civic  beauty;  (6)  Wealth;  (7)  Communication;  (8)  Transporta- 
tion; (9)  Migration;  (10)  Charities;  (11)  Correction. 

The  attempt  has  been  made  to  arrange  these  elements  of  welfare 
in  an  order  that  seems  suitable  for  teaching  rather  than  in  the  order 
m  which  the  sociologist  would  think  of  them.  But  each  teacher 
should  exercise  judgment  in  adapting  the  order  to  the  needs  and  cur- 
rent interests  of  the  class. 

In  addition,  the  course  may  well  include  the  following  topics  dealing 
with  the  mechanism  of  community  agencies: 

(12)  How  governmental  agencies  are  conducted. 

(13)  How  governmental  agencies  are  financed. 

(14)  How  voluntary  agencies  are  conducted  and  financed. 

Vn.   METHOD  OF  TEACmNG  COMMUNITY  CIVICS. 
(a)  social  facts  upon  which  the  method  should  be  based. 

1.  The  pupU  is  a  young  citizen  with  real  present  interests  at  stake. 
He  is  dependent  upon  the  community  for  his  education,  which  wiU 
largely  determine  his  ability  to  earn  a  livelihood  and  to  enjoy  both 
his  work  and  his  leisure.  He  is  dependent  upon  the  community  for 
recreation;  for  the  protection  of  health,  life,  and  property;  for  the 
beauty  of  his  surroundings;  for  the  ease  with  which  he  may  commu- 
nicate with  his  friends. 

It  is  the  first  task  of  the  teacher,  therefore,  not  to  create  an  interest 
for  future  use,  but  to  demonstrate  existing  mterests  and  present 
citizenship. 

2.  The  pupil  as  a  young  citizen  is  a  real  factor  in  community  affairs. 
His  cooperation  in  many  phases  of  community  life  is  quite  as  impor- 
tant as  that  of  the  adult.  He  may  help  in  forming  public  opinion,  not 
only  among  his  mates,  but  in  the  home  and  in  the  community  at  large. 

Therefore  it  is  a  task  of  the  teacher  to  cultivate  in  the  pupil  a  sense 
of  his  responsibility,  present  as  well  as  future. 

3.  If  a  citizen  has  an  interest  in  civic  matters  and  a  sense  of  his 
personal  responsibility,  he  will  want  to  act. 

Therefore  the  teacher  must  help  the  pupil  to  express  his  convictions 
in  word'  and  deed.  He  must  be  given  an  opportunity,  as  far  as  pos- 
sible, to  live  his  civics  both  in  the  school  and  in  the  community  outside. 

4.  Right  action  depends  not  only  upon  information,  interest,  and 
wUl,  but  also  upon  good  judgment. 

Hence  the  young  citizen  must  be  trained  to  weigh  facts  and  to 
judge  relative  values,  both  in  regard  to  what  constitute  tlie  essential 
elements  in  a  situation  and  in  regard  to  the  best  means  of  meeting  it. 

5.  Every  citizen  possesses  a  largo  amount  of  unorganized  informa- 
tion regarding  community  affairs.  The  amount  of  such  information 
possessed   collectively  by   an  ordinary  class  of  wideawake  young 


^ 


14  TEACHING   OF   COMMUNITY   CIVICS. 

citizens  12  to  15  years  of  age  is  surprisingly  large.     But  it  is  frag- 
mentary, often  erroneous,  and  usually  unorganized. 

It  is,  therefore,  important  to  teach  the  pupils  how  to  test  and  organ- 
ize their  knowledge  regarding  community  affairs. 

6.  People  are,  as  a  rule,  most  ready  to  act  upon  those  convictions 
that  they  have  helped  to  form  by  their  own  mental  processes  and  that 
are  based  upon  their  own  experience  and  observation. 

Hence  the  teacher  should  act  as  a  guide  and  should  lead  the  class: 

(1)  To  contribute  facts  from  their  own  experience, 

(2)  To  contribute  other  facts  gathered  by  themselves, 

(3)  To  use  their  own  reasoning  powers  in  forming  conclusions,  and 

(4)  To  submit  these  conclusions  to  criticism. 

7.  The  class  has  the  essential  characteristics  of  a  community. 
Therefore  the  method  by  which  the  class  exercises  are  conducted  is 
of  the  utmost  importance  in  the  cultivation  of  civic  qualities  and 
habits.  Cooperation  in  contributing  information;  the  give-and-take 
of  class  discussion;  regai'd  for  the  contributions  and  opinions  of 
others;  personal  responsibihty  for  the  class  weKare;  the  attitude  of 
the  teacher  as  a  fellow  citizen  with  the  pupils,  and  a  learner  along 
with  them;  all  of  these  help  to  cultivate  interest,  judgment,  initiative, 
cooperation,  power  to  organize  knowledge,  and  other  qualities  of 
good  citizenship.  In  short,  the  class  should  exem.plify  the  right 
community  spirit. 

(b)    three     steps     IN    TEACHING    AN     ELEMENT    OF    WELFARE    WHEN 

TAKEN    AS    A    TOPIC. 

The  study  of  each  topic  of  this  kind  should  consist  of  the  following 
steps : 

1.  Approach  to  the  topic. 

2.  Investigation  of  agencies  by  which  the  element  of  weKare  is 
secured. 

3.  Recognition  of  responsibihty,  present  and  future,  with  respect 
to  the  topic  under  consideration. 

(1)  Approach  to  the  topic— -In  beginning  the  study  of  an  element 
of  welfare  the  teacher  should  lead  the  pupils  to  realize  its  importance 
to  themselves,  to  their  neighbors,  and  to  the  community,  and  to  see 
the  dependence  of  the  individual  upon  social  agencies. 

Much  depends  upon  the  method  of  approach.  The  planning  of  an 
approach  appropriate  to  a  given  topic  and  applicable  to  a  given 
class  calls  for  ingenuity  and  resourcefulness.  In  this  bulletin  the 
approaches  to  various  topics  are  suggested  by  way  of  illustration, 
but  the  teacher  should  try  to  find  another  approach  whenever  he 
thinks  the  one  suggested  is  not  the  best  one  for  his  class. 

In  the  approach  it  is  especially  important  to  draw  upon  the  ex- 
perience and  observation  of  the  class.     As  facts  are  contributed,  the 


AIMS   AND    METHODS.  15 

teacher  jnay  summarize  them  upon  the  blackboard  or  use  some  other 
device  to  have  the  class  consciously  pool  their  experiences. 

(2)  Investigation  of  agencies. — The  knowledge  of  the  class  should 
now  be  extended  by  a  concrete  and  more  or  less  detailed  investiga- 
tion of  agencies  such  as  those  suggested  in  this  bulletin.  These  in- 
vestigations should  consist  largely  of  first-hand  observation  and 
study  of  local  conditions. 

It  is  advised  that  the  first  agency  considered  in  the  course  be 
'  investigated  by  the  entire  class  under  the  direction  of  the  teacher, 
so  as  to  get  a  method  of  work.  After  that,  agencies  may  be  studied 
sometimes  by  the  class  as  a  whole  and  sometimes  by  groups  of  pupils, 
the  choice  of  procedure  depending  on  the  difficulty  of  the  agency, 
its  importance,  and  the  degree  to  which  the  class  has  secured  a  social 
point  of  view. 

The  agencies  suggested  under  each  topic  in  the  outline  are  so 
many  that  no  attempt  should  be  made  to  have  the  class  as  a  whole 
study  them  all  intensively.  Such  an  attempt  would  result  in  super- 
ficiality, kill  interest,  and  defeat  the  purpose  of  the  course.  In  gen- 
eral, the  more  skillful  the  teacher,  the  more  wiU  he  find  that  the  class 
can  do  profitably  under  any  agency.  It  will  often  be  found  advis- 
able to  study  in  detail  one  or  more  agencies  under  a  given  topic,  and 
then  to  make  a  rapid  survey  of  others. 

The  following  considerations  will  be  helpful  in  selecting  the  agencies 
for  intensive  study. 

(a)  Agencies  of  current  interest  to  the  community. — A  proposed  State 
road,  new  health  regulations  in  view  of  a  recent  epidemic,  or  a  new 
system  of  fire  protection,  may  be  so  prominently  in  the  thought  of  the 
community  that  the  class  can  secure  a  large  amount  of  material  from 
the  newspapers  and  from  the  opinions  of  their  parents.  This  of 
course  would  add  to  the  interest  and  effectiveness  of  the  study. 

(h)  Agencies  of  immediate  interest  to  the  class. — -An  atliletic  field,  a 
new  school  building,  moving-picture  shows,  school  lunches,  rules  of 
athletic  associations,  and  boy  scouts,  may  be  of  immediate  interest 
to  the  pupils  themselves. 

(c)  Agencies  of  special  interest  to  the  teacher. — The  teacher  may  be 
so  familiar  with  certain  agencies  that  he  can  deal  with  them  effec- 
tively, but  his  own  knowledge  is  of  importance  only  so  far  as  it  helps 
him  to  make  the  study  more  profitable  to  the  pupils.  In  dealing 
with  an  agency  with  which  he  is  not  familiar,  he  should  never  hesitate 
to  take  the  rdle  of  learner  and  join  with'  his  pupils  in  the  work  of 
investigation. 

{d)  Significance  of  the  agency. — The  agencies  studied  intensively 
should  always  be  those  that  serve  to  bring  out  important  facets,  con- 
ditions, or  obligations  and  should  never  bo  chosen  merely  because 
they  are  superficially  interesting.     Tliey  should  be   those  that  cou- 
97151°— 15— 3 


16  TEACHING   OF   COMMUNITY   CIVICS. 

tribute  directly  and  vitally  to  the  element  of  welfare  under  which 
they  arc  discussed. 

(3)  Recognition  of  responsibility. — A  lesson  in  community  civics 
is  not  complete  unless  it  leaves  with  the  pupil  a  sense  of  his  pereonal 
responsibility  and  results  in  right  action.  To  attain  these  ends  is 
perhaps  the  most  difhcult  and  delicate  task  of  the  teacher.  It  is 
discussed  here  as  the  third  step  in  teachmg  an  element  of  welfare; 
in  practice,  however,  it  is  a  process  coincident  with  the  first  two  steps 
and  resulting  from  them.  A  proper  sense  of  responsibihty  can  only 
grow  out  of  a  correct  perception  of  one's  community  relations;  and 
a  desire  to  act,  from  a  realization  of  vital  interest  in  a  situation.  If 
the  work  suggested  in  the  foregoing  para,graphs  on  "approach"  and 
"investigation  of  agencies"  has  been  weU  done,  the  pupil's  sense  of 
responsibihty,  his  desire  to  act,  and  his  knowledge  of  how  to  act 
wiU  thereby  have  been  developed.  Indeed,  the  extent  to  which  they 
have  been  developed  is  in  a  measure  a  test  of  the  effectiveness  of  the 
"approach"  and  the  study  of  agencies. 

A  distinction  should  be  made  between  the  present  and  future  civic 
duties  of  high-school  j)upils.  They  have  some  civic  responsibihties 
now;  others  await  them  in  adult  life.  They  must  be  prepared  for 
both.  The  teacher  should  be  cai-eful  to  cultivat-e  judgment  as  to  the 
lands  of  thmgs  for  which  pupils  should  assume  responsibility  now. 

For  example,  pupils  can  hardly  have  any  large  responsibility  for 
the  water  supply  of  their  community;  but  they  can  help  to  conserve 
it  by  avoiding  waste  from  water  taps,  and  they  can  help  to  prevent 
the  spread  of  disease  by  using  individual  drinking  cups  and  by  cul- 
tivating a  sentiment  at  home  against  contaminating  the  soui'ces  of 
water  supply  (especially  if  weUs  or  springs  are  used).  It  is  hardly 
appropriate  for  a  child  to  reprove  the  milkman  for  carelessness  in 
handhng  milk;  but  he  may  exert  influence  in  securing  proper  care  of 
milk  and  milk  bottles  in  the  home. 

A  distinction  should  be  made  also  between  the  duties  of  the  citizen 
and  the  duties  of  the  official.  The  citizen  selects  the  official  and 
should  hold  him  to  his  task.  The  citizen  must  know  the  purpose  to 
be  achieved,  the  official  must  find  out  how  to  achieve  it;  the  citizen 
needs  a  sense  of  values,  the  official  technical  knowledge;  ih%  citizen 
must  be  a  competent  employer,  the  official  a  competent  executive. 
For  example,  in  a  town  meeting  the  citizen  elects  officials  and  votes 
on  appropriations  of  money.  To  discharge  this  duty  he  must  be  a 
judge  of  the  kind  of  men  who  will  serve  faithfully  and  efficiently  and 
must  understand  the  purposes  for  which  appropriations  are  a&ked. 
But  the  duty  of  that  citizen  does  not  end  with  the  town  meetmg. 
He  should  insist  that  these  officials  make  reports  that  wiU  show  what 
they  have  accomplished  and  keep  generally  informed  as  to  the  way 
in  which  officials  are  discharging  their  duties. 


AIMS    AND    METHODS.  17 

It  is  important,  in  relation  to  either  present  or  future  duties,  to 
develop  intelligence  regarding  the  proper  chaimels  through  which  to 
act,  and  how  to  go  about  it.  There  are  cases  in  which  a  direct  appeal 
from  children  to  public  officials  may  be  entirely  proper,  as,  for  exam- 
ple, in  regard  to  the  establishment  of  a  playground.  But  such  appeals 
should  be  made  under  proper  supervision.  The  good  citizen  should 
be  able  to  write  a  courteous  letter  to  the  public  official.  Practice  in 
writing  such  letters  should  be  given  to  pupils,  preferably  relating  to 
actual  conditions  observed  by  the  pupUs,  or  containing  practical 
suggestions  by  them.  Such  letters  should  be  discussed  and  revised 
by  the  class  and  teachers,  but  should  be  sent  to  the  official  only  after 
approval  by  the  principal  or  superintendent.  Regard  for  the  time 
of  pubMc  officials  should  be  cultivated,  and  no  class  should  be  per- 
mitted to  send  a  number  of  letters  where  one  would  suffice. 

It  is  sometimes  desirable  for  the  class  to  undertake  a  special  piece 
of  work  of  direct  use  to  the  community.  In  some  places  pupils  have 
helped  to  exterminate  insect  pests.  It  is  important  that  the  teacher 
should  be  careful  to  set  up  right  motives  in  work  of  this  sort.  Arthur 
W.  Dunn,  of  the  United  States  Bureau  of  Education,  cites  the  fol- 
lowing case  in  which  wrong  motives  were  set  up.     He  says: 

A  group  of  boys  who  were  studying  their  own  community  from  the  standpoint  of 
cleanliness  and  beauty  were  "interested  "  by  the  offer  of  a  prize  to  the  boy  who  should 
bring  in  the  largest  number  of  discarded  tin  cans.  The  motive  set  up  was  wrong,  and 
unci  vie  action  resulted.  Intense  rivalry  supplanted  commimity  cooperation,  selfish 
personal  interest  took  the  place  of  community  interest,  and  some  of  the  boys  actually 
liauled  into  the  city  wagonloads  of  cans  from  the  city's  dumps.  Good  citizenship  can 
only  grow  out  of  right  motives. 

Participation  in  commmiity  affairs  requires  good  judgment  as  well 
as  right  motives.  The  foUowmg  lesson,  also  reported  by  Mr.  Dmm, 
shows  how  such  judgment  was  developed  in  one  case: 

One  morning  after  a  heavy  fall  of  snow  the  question  waa  raised  in  a  number  of 
civics  classes,  "What  will  be  the  effects  of  this  snowfall  upon  the  life  of  the  com- 
munity? "  It  was  soon  developed  that  it  would  interfere  with  traffic;  that  it  would 
impede  the  work  of  the  fire  department;  that  if  allowed  to  melt  and  freeze  it  would- 
become  dangerous  to  life  and  limb,  and  that  if  it  lay  in  dirty  heaps  it  would  mar  the 
beauty  of  the  city.  Tlie  snowfall  was  thus  seen  in  various  community  relations 
previously  discussed  in.  other  aspects.  Who  cleans  the  snow  from  the  roadways? 
Tliis  is  done  for  the  citizens  by  the  street-cleaning  department  of  the  city  government. 
Wlio  cleans  the  sidewalks?  Tliis  is  not  done  by  the  city  but  ia  left  in  the  hands  of 
the  individual  householders.  The  children  observed  on  their  way  liome  how  many 
of  the  sidewalks  were  cleaned  and  reported  on  the  number  not  cleaned.  Wore  the 
citizens  left  to  their  own  discretion  in  this  matter?  No;  a  city  ordinance  commanded 
them  to  clean  their  sidewalks.  Why  was  it  not  obeyed?  Why  waa  it  not  enforced? 
Wliat  is  the  effect  of  having  a  law  that  is  not  regarded? 

Tlie  children  took  the  matter  to  heart.  They  talked  about  it  at  home.  Tliey 
wanted  to  do  something  about  it.  The  question  arose  as  to  what  they  could  do.  Here 
is  where  the  training  of  judgment  came  in.     Some  wanted  to  complain  to  the  authori- 


18  TEACHING   OF   COMMUNITY   CIVICS. 

tJCff.  It  was  decided  after  diacusaion  that  mere  complaint  seldom  accomplishes  much. 
Some  thought  that  they  could  speak  personally  to  offenders.  Tliia  was  decided  to  be 
slightly  officious  and  perhaps  offensive  to  older  citizens.  It  was  suggested  that 
groups  of  boys  organize  to  go  about  their  neighborhoods  cleaning  walks.  As  a  com- 
mercial venture  this  was  approved,  and  in  a  few  cases  such  groups  also  cleaned  walks 
before  vacant  lots  as  a  public  service.  It  was  concluded,  however,  that  for  boys 
to  go  about  cleaning  other  people's  walks  as  a  public  service  when  these  people 
should  do  it  themselves  was  shifting  the  burden  of  responsibility  in  a  harmful  way. 
What  actually  happened  was  that  the  boys  pretty  generally  saw  to  it  that  their  own 
walks  were  cleaned,  learning  the  important  lesson  that  in  the  regular  course  of  one's 
daily  tasks,  such  as  caring  for  one's  own  premises,  lies  an  ever-present  opportunity 
for  good  citizenship;  and  further,  a  public  sentiment  on  the  subject  was  created 
starting  in  the  classrooms,  extending  into  the  homes,  and  spreading  through  civic 
organizations  and  the  newspapers,  until  the  householders  themselves  saw  to  it  after 
later  storms  that  their  walks  were  cleaned. 

In  this  instance,  besides  the  cultivation  of  interest  and  motive 
in  a  striking  degree,  we  see  a  splendid  lesson  in  cooperation ;  a  whole 
community  aroused,  largely  through  the  initiative  of  the  children; 
the  children  participating,  but  not  bemg  led  to  assume  too  much 
responsibility  in  the  matter;  judgment  exercised  m  regard  to  method 
of  attackmg  the  problem,  and  finally,  "  action,  which  is  the  end  of  aU 
good  citizenship  and  of  aU  good  teaching." 

Vm.   APPLICATION   OF  PRINCIPLES  TO   CONDUCT. 

In  the  past  much  civic  instruction  has  been  ineffective  because  it 
has  left  the  pupil  to  work  out  for  himself  the  application  of  general 
principles  to  conduct.  The  translation  of  prmciples  into  conduct 
is  more  difficult  than  the  comprehension  of  the  prmciples  themselves. 
It  is  largely  a  matter  of  motive,  remforced  by  judgment  and  initia- 
tive. To  cultivate  these  is  the  teacher's  greatest  task.  The  natural 
human  motive  of  self-mterest  should  be  recognized.  It  is  not  only 
legitimate  but  in  every  way  desirable  to  demonstrate  the  relation  of 
civic  conduct  to  self-interest  and  to  utilize  the  latter  as  a  channel 
through  which  to  develop  a  broad  spirit  of  service.  With  this  in 
view  it  may  be  lielpful  to  analyze  the  conduct  of  the  citizen: 

1.  Conduct  that  has  self-interest  as  an  evident  end. 

Under  this  head  would  come,  first,  care  for  one's  own  health,  edu- 
cation, and  character.  But  these  things  are  not  only  necessary  to 
individual  success;  they  are  also  essential  if  one  is  to  be  useful  to  the 
community.  They  have  direct  civic  bearing.  If  the  citizen  impedes 
the  welfare  of  the  commmiity  through  physical  incapacity  or  lack  of 
education  and  good  character,  it  foUows  that  he,  as  a  member  of  the 
community,  will  also  suffer  the  consequences  of  the  same  defects  in 
others.  It  is,  therefore,  to  the  interest  of  the  citizen  to  care,  not 
only  for  his  own  health,  education,  and  character,  but  also  for  those 
of  others.  Thus  a  starting  point  is  afforded  for  the  development  of 
a  real  sympathy  and  a  real  altruism. 


AIMS   AND    METHODS.  19 

Under  this  head  may  also  be  included  the  citizen's  economic  or 
vocational  activities,  and  his  care  for  his  property.  He  works  for  a 
living  primarily  in  his  own  interest;  but  he  also  owes  it  to  the  com- 
munity to  be  self-supportmg  and  to  contribute  to  its  economic  wel- 
fare. Industry,  efficiency,  and  thrift  are  civic,  as  well  as  individual, 
virtues.  The  citizen  who  is  himself  industrious,  efficient,  and  thrifty 
can  not  get  the  full  benefit  of  these  qualities  in  himseK  if  they  are 
lacking  in  other  members  of  the  community  upon  whom  he  has  to 
depend.  Thus,  again,  self-interest  may  lead  to  an  appreciation  of 
the  civic  relations  of  conduct. 

2.  Conduct  that  is  more  evidently  social  in  character  and  based 
primarily  upon  the  interest  of  others  or  upon  a  common  interest. 

This  includes  the  citizen's  activities  in  cooperation  with  social 
agencies,  voluntary  and  governmental.  Thus  he  may  become  a 
member  of  such  voluntary  agencies  as  school  organizations,  boy 
scouts,  consumers'  leagues,  child-labor  committees,  boards  of  trade, 
labor  miions.  He  may  cooperate,  as  an  individual  or  in  association 
with  other  individuals,  with  the  health  department  by  reportmg  con- 
tagious diseases;  with  the  street-cleanmg  department  by  not  littermg 
the  street;  with  teachers  and  school  authorities  hi  the  work  of  the 
schools;  with  the  charity  organization  society  by  not  giving  aid 
indiscrimmately.  Sometimes  the  citizen's  cooperation  may  take 
the  form  of  money  contributions  for  the  support  of  social  agencies; 
and  again,  in  proportion  to  mtellectual  endowment  and  force  of 
character,  it  may  take  the  form  of  leadership  in  organizing  and  direct- 
ing such  agencies. 

The  citizen  also  has  a  responsibility  for  the  support  and  direction 
of  government,  which  is  the  recognized  agency  of  cooperation  for  the 
entire  community.  He  not  oidy  pays  taxes  for  the  support  of  gov- 
ernment, but  he  also  has  a  voice,  directly  or  indirectly,  in  determmmg 
the  amount  of  money  that  shall  be  devoted  to  the  support  of  each 
governmental  agency.  Through  public  opinion  and  the  use  of  the 
franchise  he  decides  what  kmd  of  public  officers  shall  occupy  govern- 
mental positions,  and  may  exert  an  influence  in  holding  them  to  the 
proper  performance  of  their  duties. 

Finally,  the  citizen  may,  on  occasion,  be  called  upon  to  fdl  positions 
in  government,  and  thus  to  direct  and  guide  the  affairs  of  the  com- 
mmiity  as  a  whole. 

The  point  of  emphasis  in  all  this,  however,  is  that  while  we  urge 
that  the  citizen  should  engage  in  these  activities  as  far  as  opportmiity 
offers,  it  is  necessary  to  cultivate  a  motive  sufficiently  strong  to  lead 
him  actually  to  do  so.  This  motive  is  to  be  found  in  the  common 
interest,  which  includes  Jiis  interest,  at  least  until  such  time  as  an 
ideal  altruism  may  lead  to  the  placing  of  tlio  interest  of  others  and 
the  community  above  the  interest  of  self. 


PART  II. 

SUGGESTED  TREATMENT  OF  THE  ELEMENTS  OF 

WELFARE. 


TOPIC  I.— HEALTH. 

Ajyproach  to  the  toinc. — In  the  introductory  lessons  the  first  thing 
to  be  fixed  in  the  consciousness  of  the  pupil  is  the  impoi^tance  of  health. 
Each  pupil  should  be  led  to  see  its  importance  to  Mtyi,  so  that  the 
entire  class  wiU  deduce  the  fact  that  they  have  a  common  mterest  in 
the  matter.  By  extension  of  the  idea,  it  may  be  seen  that  health  is 
a  subject  of  common  interest  to  the  entire  school  and  to  the  com- 
munity as  a  whole.  Also  each  pupil  should  be  led  to  realize  that,  in 
this  important  matter  of  health,  he  is  dependent  upon  the  other 
members  of  the  class  and  of  the  school  and  that  the  other  members 
are  likewise  dependent  upon  him.  The  same  interdependence  exists 
in  the  community  at  large.  This  being  true,  the  members  of  the 
class,  the  school,  the  city,  the  State,  and  the  Nation  must  worlc 
together,  and  to  this  end  defuiite  provisions  have  been  made  by  com- 
mimities.  Whether  these  community  arrangements  for  health  prove 
effective  or  not  depends  largely  upon  the  interest  and  intelligence 
with  v/hich  each  citizen  supports  them. 

The  following  suggestive  approach  to  the  topic  ''Health"  was  used 
last  year  by  F.  W.  Carrier,  prmcipal  of  the  Wilmington  (Mass.)  High 
School. 

This  class  had  just  finished  a  course  in  hygiene.  From  their  text- 
book in  this  subject  they  were  asked  to  select  nine  of  the  most  impor- 
tant rules  of  hygiene  and  to  discuss  the  following  question  regarding 
each  rule,  "Can  I  observe  this  rule  without  the  aid  of  society?" 
The  class  spent  several  days  on  this  discussion,  m  order  to  secure  the 
social  point  of  view  by  their  own  reasoning,  simply  guided  by  the 
teacher. 

1.  "Breathe  deeply  and  freely  of  pure  air."  The  class  discovered  that  we  some- 
times can  not  observe  this  rule,  even  when  we  keep  our  ov\-n  premises  hygienic,  because 
our  neighbor's  barnyard,  pigpen,  or  outhouse  may  contaminate  the  air  that  we  breathe; 
that  the  individual,  when  unaided  by  society,  is  unable  to  keep  the  air  pure  in  shops, 
streets,  schools,  churches,  theaters,  and  cars;  and  that,  therefore,  sanitary  regulations 
are  necessaiy. 

2.  "Drink  freely  of  pure  water."  The  water  supply  of  one  family  or  of  an  entire 
community  may  be  contaminated  by  the  sewage  of  another  family  or  community, 
and  there  must,  therefore,  be  authority  not  only  over  different  families  in  the  same 
community,  but  also  over  different  communities. 

20 


TREATMENT   OF    THE   ELEMENTS   OF    WELFARE.  21 

3.  "Eat  moderately  of  a  wholesome,  well-cooked,  and  well-balanced  diet."  This 
rule  can  not  be  observed  unless  society  makes  and  enforces  laws  concerning  the  con- 
dition of  food  offered  for  sale  and  of  slaughterhouses  and  cold  storage. 

4.  "Exercise  daily  the  important  groups  of  muscles."  Hence  the  necessity  for 
establishing  gymnasiums,  playgrounds,  and  athletic  fields,  and  for  leisure  time  in 
which  to  use  them. 

5.  "Keep  the  body  and  its  surroundings  clean."  It  is  Impossible  to  keep  the  body 
clean  without  bathing  facilities.  The  cleanliness  of  surroundings  is  affected  by  the 
condition  of  the  streets  and  by  the  disposal  of  waste  and  refuse  from  certain  industries. 

6.  "Do  not  expose  yourself  to  contagious  diseases."  The  individual  is  powerless 
to  protect  himself  from  diphtheria,  typhoid  fever,  or  tuberculosis.  A  polluted  water 
supply  may  spread  a  disease  through  an  entire  community;  sewage-polluted  oysters 
or  infected  milk  may  spread  typhoid  fever  to  hundreds  of  consumers;  and  one  person 
suffering  from  an  infectious  disease  may  endanger  a  whole  community. 

7.  "Abstain  from  the  unnecessary  use  of  drugs."  Many  persons  do  not  know  what 
drugs  are  harmful,  and  some  of  those  who  know  do  not  abstain  therefrom.  Therefore, 
there  must  be  laws  regulating  the  manufacture  of  alcoholic  drinks,  tobacco,  morphine, 
patent  medicines,  and  headache  powders. 

8.  "Observe  regular  periods  of  re^t."  Labor  unions  determine  for  their  members 
the  number  of  hours  in  a  day's  work.  A  Massachusetts  law  limits  a  week's  work  for 
a  woman  to  54  hoxirs.  Tower  men  can  be  on  duty  only  8  hours,  except  in  emergencies. 
Firemen  in  some  places  shift  three  times  a  day.  Child-labor  laws  limit  the  hours  of 
employment  for  minors.  A  man  should  have  one  day  in  seven  for  rest.  Society  must 
make  it  possible  for  eveiyone  to  secure  enough  rest  and  sleep  so  that  he  may  live  a 
healthy  life  and  render  full  service  to  the  community. 

9.  "Do  not  practice  any  activity  harmful  to  the  body."  It  is  necessary  in  order 
that  this  rule  may  be  observed  to  provide  schools  furnished  with  adjustable  seats, 
properly  lighted,  and  supplied  with  well-printed  textbooks;  to  abolish  child  labor:  to 
limit  the  kinds  of  employment  for  women;  to  restrict  hours  of  labor  in  certain  occupa- 
tions; and  to  abolish  harmful  occupations  that  are  not  necessary  to  the  welfare  of 
society,  like  the  manufacture  of  white-phosphorus  matches.         ^ 

At  first  the  pupils  seemed  startled  to  see  that  society  has  the  right 
to  compel  a  man  to  keep  his  own  premises  clean.  To  many  it  was  a 
revelation  that  a  man  has  no  right  to  sell  mi  wholesome  food,  adulter- 
ated butter,  or  unhygienic  milk,  and  that  society  has  a  right  to  stop 
such  sale.  One  of  the  boys  said:  "I  always  thought  those  things — - 
quarantme,  pure-food  laws,  etc. — were  unfair,  but  I  see  that  thoy  are 
not."  Another  boy  was  of  the  opmion  that  if  a  man  wanted  to  keep 
a  pigpen  near  his  neighbor's  back  door,  provided  the  pig  was  on  his 
own  land,  he  ought  to  have  the  privilege,  but  the  class  were  able  by 
this  time  to  make  short  work  of  his  argument.  When  we  consider 
that  many  pupils  had  to  secure  a  point  of  view  different  from  that 
which  they  were  accustomed  to  entertain,  and  in  many  cases  different 
from  that  reflected  in  daily  conversations  at  home  and  on  the  street, 
we  readily  see  that  several  lessons  devoted  to  this  discussion  were 
none  too  many.  The  pupils  were  interested ;  they  thought  tlie  lessons 
worth  while,  and  they  were  ready  to  study  in  detail  the  health  agen- 
cies existing  in  the  community  and  the  specific  duties  of  the  citizen 
in  cooperatmg  with  each  of  these  agencies. 


22  TEACHING    OF    COMMUNITY   CIVICS. 

Means  hy  ivMcli  the  community  provides  for  health, — If  the  class 
begins  with  the  ventilation  of  the  school  building,  the  following 
questions  may  suggest  a  plan  of  procedure : 

Is  this  classroom  well  ventilated?  How  do  you  know?  What  effect  does  it  have 
upon  you  and  your  work  if  the  ventilation  is  defective? 

If  the  law  compels  school  attendance,  why  should  it  also  compel  good  ventilation? 
Why  is  it  not  good  business  to  spend  public  money  on  instruction  and  to  neglect 
ventilation? 

Find  out  the  standards  of  ventilation  prescribed  by  law  or  those  recognized  as 
satisfactory  by  competent  authorities.  Compare  the  ventilation  of  your  building 
with  these  standards.     Examine  and  explain  the  system  of  ventilation  in  your  school. 

When  was  the  present  system  of  ventilation  put  in  tliis  building?  What  was  the 
method  of  ventilation  before?  If  the  present  system  is  a  good  one,  to  whose  activity 
and  foresight  is  this  due,  and  what  did  it  cost?  If  a  bad  one,  what  steps  should  be 
taken  to  replace  it,  who  should  take  these  steps,  and  how  much  would  a  proper 
system  cost? 

"W^io  is  responsible  for  the  inspection  of  ventilation  in  the  school?  How  can  the 
citizen  i)roceed  to  secure  an  investigation  of  a  school  when  he  tliinks  such  investigation 
is  necessary? 

Are  there  any  ways  in  which  pupils  may  cooperate  in  keeping  the  ventilation  in 
good  working  order?  If  a  pupil  thinks  the  system  is  defective,  what  ought  he  to  do 
about  it? 

The  class  may  in  like  manner  study  the  ventilation  of  other  public 
buildings,  theaters,  cars,  and  factories. 

Problems  in  community  civics  are  likely  to  have  much  in  common 
with  problems  in  general  science  and  biology.  The  emphasis,  how- 
ever, is  different,  as  science  deals  primarily  with  the  material  aspects, 
while  community  civics  deals  primarily  with  the  social  aspects. 

The  agencies  in  the  following  list  are  grouped  in  accordance  with 
the  approach  akeady  described.  The  number  of  these  agencies  to 
be  investigated  in  detail  will  depend  upon  the  time  available  and  the 
relative  importance  of  this  topic,  health,  in  this  community  and  for 
this  class.  The  same  spirit  should  prevail  in  the  treatment  of  each 
as  in  the  suggested  study  of  ventilation. 

LIST   OF   AGENCIES. 

For  pure  air: 

Ventilation  of  buildings. 

Suppression  of  smoke  and  gas  nuisance. 

Tenement  house  laws  and  inspection. 

Cleanliness  of  outbuildings. 
For  pure  water: 

Wells  and  water  system. 

Stream  protection  and  filtration. 

Sewage  disposal. 
For  pure  food: 

School  lunckes. 

Pure  food  and  drug  laws. 

Insi>ection  of  markets  and  dairies. 

Inspection  of  slaughterhouses. 

Inspection  of  cold  storage. 


TEEATMENT   OF    THE   ELEMENTS   OF    WELFARE.  23 

For  exercise: 

Gymnasiuins. 

Playgrounds  and  athletic  fields. 
For  cleanliness: 

Disposal  of  household  waste. 

Street  cleaning. 

Public  baths. 
To  avoid  contagion: 

Medical  inspection  of  schoola. 

School  nurses. 

Vaccination. 

Quarantine — local,  State,  national. 

Insect  extermination. 
To  restrict  the  use  of  drugs: 

Temperance  societies. 

Regulation  of  sale  and  manufacture  of  alcohol  and  tobacco. 
To  regulate  working  hours  and  conditions: 

Properly  equipped  schools  (desks,  lighting). 

Child-labor  legislation  and  inspection  (age,  hours,  work  certificates,  kinds  of 
employment) . 

Factory  legislation  and  inspection  (hours,   lunch  periods,  sanitation,  safety 
devices,  seats  for  women  employees,  kinds  of  employment). 

Consumers'  leagues. 

Child-labor  associations. 
Agencies  for  miscellaneous  purposes: 

Ambulance  service. 

Hospitals  and  dispensaries. 

Vital  statistics. 

Baby-saving  campaigns. 

Responsibility  of  the  citizen. — It  would  be  well  for  the  teacher  to 
recall  the  discussion  of  recognition  of  responsibility  and  of  the  appli- 
cation of  principles  to  conduct  in  Part  I,  pages  16-19.  Throughout 
the  discussion  of  the  topic  the  aim  should  be  to  present  its  community 
relations  in  such  a  way  as  to  stimulate  the  pupil's  sense  of  responsi- 
bility for  the  health  of  the  community  as  a  whole.  In  connection 
with  the  study  of  pure  water  supply,  for  example,  such  questions  as 
the  following  may  be  suggestive: 

If  you  suspect  that  your  water  supply  may  be  polluted,  how  will  you  proceed  to 
verify  your  suspicions? 

If  you  find  that  it  is  polluted,  what  should  you  do  about  it?  \Vliat  should  your 
father  do  about  it?  Under  what  conditions  should  complaint  be  entered?  Wlio 
should  enter  it?    Before  whom  should  it  be  laid,  and  by  what  method? 

If  your  community  needs  a  new  water  system,  how  may  a  citizen  proceed  to  arouse 
public  opinion  in  the  matter? 

How  can  a  mayor  be  held  accountable  for  the  efficiency  of  a  water  commissioner 
whom  he  appoints? 

What  kind  of  reports  should  a  water  commissioner  render,  and  whose  business  is  it 
to  read  them?    Why? 

It  may  be  profitable  to  have  the  class  collect,  from  such  magazines 
as  The  American  City,  instances  of  participation  by  boys  and  girls 
in  activities  to  promote  the  health  of  communities.     These  instances 
97151°— 15 4 


24  TEACHING   OF   COMMUNITY   CIVICS. 

may  be  tabulated  to  show  the  scope  of  such  activities,  and  discussed 
and  criticized  from  the  point  of  view  of  organization,  management, 
cooperation,  judgment,  results,  etc. 

Each  member  of  the  class  may  also  write  a  statement  of  the  ways 
in  which  he  has  cooperated,  or  may  cooperate,  with  the  various  social 
agencies  studied.  Mr.  Carrier  obtained  by  this  method  some  state- 
ments that,  by  their  spontaneity,  indicated  a  personal  appHcation  of 
the  lesson,  as  when  one  pupil  wrote,  "  I  will  be  cheerfully  quarantined." 

TOPIC  n.— PROTECTION  OF  LIFE  AND  PROPERTY. 

Approach  to  the  topic. — One  way  to  approach  this  topic  is  through  a 
discussion  of  some  dramatic  accident  that  has  occurred  in  the  vicinity, 
or  that  has  gained  prominence  through  the  newspapers,  such  as  the 
burning  of  a  part  of  Salem,  Mass.,  the  shirt-waist  factory  fire  in  New 
York  City,  or  the  recent  floods  in  Ohio  and  Indiana;  and  then  to 
exhibit  statistics  (which  the  pupils  themselves  may  gather)  to  show 
that  accidents  less  dramatic,  but  of  common  occurrence,  result  in  the 
aggregate  in  more  terrible  loss  of  life  and  greater  destruction  of 
property.  Instances  may  be  found  in  the  annual  loss  from  fire,  the 
railroad  or  mining  accidents  of  the  past  year,  injuries  occurring  in 
the  ordinary  course  of  traffic  in  the  streets  of  a  large  city,  or  the  loss 
of  life  and  limb  on  the  Fourth  of  July. 

Compare  the  attitude  of  different  people  toward  the  removal  of 
causes  of  accidents;  for  example,  the  attitude  of  the  Chinese  toward 
the  inundation  of  their  rivers  as  compared  with  that  of  the  people 
along  the  Mississippi.  Why  the  difference  ?  (Note,  however,  the 
unnecessary  loss  of  life  and  property  in  this  country  from  periodic 
floods)]  Compare  the  frequency  of  railroad  accidents  in  this  country 
with  that  in  England  or  Germany. 

Note  the  growing  movement  in  behalf  of  protection  of  life  and 
property  in  this  country  as  illustrated  by  the  "safety-first"  move- 
ment. What  has  brought  about  the  changed  attitude  ?  Give  illus- 
trations from  your  own  community. 

Means  hy  which  the  community  protects  life  and  property. — The 
study  of  means  adopted  to  protect  life  and  property  should  commence 
with  conditions  that  axe  very  near  to  the  pupils.  In  case  the  investi- 
gation starts  with  fire  prevention  in  the  home,  information  on  such 
lines  as  the  following  may  be  sought: 

Of  what  material  is  your  house  built?  Is  there  need  for  fire  escapes  and  are  such 
provided?  Is  there  any  danger  of  fire  from  stoves  of  furnaces  in  your  house?  Is 
gasoline  or  any  other  explosive  kept  in  the  house,  and  if  so,  what  care  is  taken  of  it? 
Is  there  any  danger  from  lighted  matches?  If  you  have  electricity,  how  is  the  current 
insulated?  In  case  a  fire  broke  out  what  steps  should  you  take?  Where  is  the  near- 
est fire-alarm  box?  How  would  j-ou  send  an  alarm?  Is  the  waver  supply  adequate 
to  extinguish  a  fire?  With  reference  to  how  many  of  these  poin  s  are  thei'e  laws  in 
your  community? 


TREATMENT   OF   THE   ELEMENTS   OF    WELFARE.  25 

It  is  better,  however,  instead  of  asking  the  pupils  detailed,  leading 
questions  such  as  those  above,  to  seek  to  draw  them  out  as  to  the 
sources  of  danger  to  Hfe  and  property  in  their  own  homes.  Let  them 
mention  materials  of  construction,  fire  escapes,  matches,  etc.  From 
their  miscellaneous  Hst,  brought  out  by  free  and  general  discussion,  a 
corrected  and  classified  list  may  be  compiled  and  placed  on  the  black- 
board in  good  order  as  a  basis  for  further  discussion.  This  will  stimu- 
late initiative  and  give  the  pupils  practice  in  organizing  their  own 
knowledge. 

A  similar  plan  may  be  followed  with  regard  to  the  provisions  for 
safety  in  the  school  building  and  elsewhere. 

Some  of  the  agencies  for  the  protection  of  life  and  property  follow : 

LIST   OF  AGENCIES. 

For  the  prevention  of  accidents — 

In  houses,  tenements,  schools,  public  buildings. 

Fire  exits,  fire  escapes,  building  laws  and  inspection. 
In  the  street : 

Traffic  regulations  and  traffic  squad. 

Underground  wires. 

Street  lighting. 
In  transportation: 

Safety  regulations  and  devices  on  railroads,  steamships,  electric  caiis,  and 
automobiles. 

Coast  survey;  lighthouses  and  buoys;  life-saving  stations. 
In  industry: 

Safety  devices  in  mines,  quarries,  and  factories. 

Regulation  and  inspection  of  fire  escapes,  elevators,  boilers. 

For  protection  against  fire — 

Insurance. 
Police. 

Courts  (civil  and  criminal). 
Legal  aid  societies. 
Militia. 

State  constabulaiy. 
Army. 
Navy. 
Patents  and  copyrights. 


For  the  prevention  of  floode 

Levees. 

Preservation  of  forests. 

Flood  reservoirs. 
For  protection  against  fire — 

Water  supply . 

Fire  department. 

Forest  rangers. 

Building  regulations. 

Fire  prevention  movement. 


Responsibility  of  the  citizen. — ^Even  a  cursory  analysis  of  the  causes 
of  the  fires  occurring  annually  in  a  community,  together  with  an 
exhibit  of  the  cost  to  the  community,  will  of  itself  suggest  the  heavy 
responsibility  resting  on  each  citizen  for  the  prevention  of  fire.  A 
study  of  the  causes  of  accidents  on  the  street  will  impress  the  same 
idea. 

Habits  of  destruction  and  vandalism,  when  they  prevail  among 
boys,  are  not  always  easy  to  overcome.  But  more  can  be  done  to 
this  end  by  a  vivid  demonstration  of  the  social  consequences  of  such 
practices  through  an  array  of  concrete  situations  which  will  of  tliem- 


26  TEACHING   OF    COMMUNITY   CIVICS. 

selves  appeal  to  self-interest,  to  the  spirit  of  the  "square  deal,"  and 
to  a  proud  sense  of  personal  responsibility,  than  by  preachment. 

Pupils  should  be  taught  the  proper  use  of  safety  devices  and  the 
precautions  that  they  should  take  in  order  to  protect  both  them- 
selves and  their  feUow  citizens.  In  one  school  in  a  large  city  a  model 
of  a  street-car  platform  was  placed  in  the  gymnasium  and  the  pupils 
were  trained  to  get  off  the  car  facing  forward.  The  importance  of 
fire  driUs  in  the  schools  should  be  thoroughly  discussed,  and  these 
drills  held  often  enough  to  secure  rapid  and  orderly  emptying  of  the 
building.  Similarly  the  class  should  discuss  the  proper  procedure 
in  case  of  a  fu*e  in  any  other  building,  such  as  a  theater.  Probably 
in  every  town  and  city  there  are  devices,  such  as  fire-alarm  boxes, 
that  the  local  authorities  would  gladly  have  pupils  trained  to  use 
correctly.  Quite  Hkely  the  fire  department  would  lend  a  sample 
box  to  the  school,  so  that  each  pupil  could  learn  the  proper  method 
of  turning  in  an  alarm. 

The  class  may  discuss  the  steps  that  should  be  taken  by  the  citizen 
to  secure  the  installation  of  safety  devices  either  in  his  own  dwelling 
or  in  public  buildings  or  in  cars  and  factories. 

TOPIC  m.— RECREATION. 

Approach  to  topic. — ^The  study  of  each  topic  should  be  related  as 
far  as  possible  to  the  work  that  has  preceded.  Under  "Health"  and 
"Protection  of  life"  the  community  arrangements  for  the  physical 
well-being  of  the  citizen  have  been  studied.  To  secure  the  highest 
degree  of  efficiency  on  the  part  of  the  individual  and  of  the  com- 
munity, there  is  a  physical  necessity  for  recreation  as  well  as  for  rest. 

It  is  usually  well,  however,  to  begin  the  study  of  a  topic  by  means 
of  concrete  illustrations  within  the  observation  of  the  pupils.  Thus, 
the  study  of  recreation  may  be  begun  by  having  the  pupils  mention 
such  forms  and  means  of  recreation  as  occur  to  them,  in  the  home, 
in  the  school,  in  the  community  at  large.  On  the  basis  of  such  a 
list,  the  class  may  work  out  a  definition  of  recreation  and  a  statement 
of  its  purposes.  No  matter  if  the  preliminary  definition  is  crude,  it 
can  be  completed  and  perfected  in  the  light  of  further  observation 
and  discussion. 

Observation  and  discussion  should  disclose  the  fact  that  mere  cessa- 
tion from  "work"  is  not  necessarily  recreation.  The  difference 
between  recreation  and  dissipation  should  be  emphasized.  It  should 
be  shown  that  recreation  involves  the  social  and  intellectual  interests, 
as  well  as  mere  physical  enjoyment  and  recuperation.  Recreation 
may  at  times  consist  in  mere  change  of  occupation.     Why? 

Recreation  depends  upon  the  possession  of  leisure,  the  existence  of 
adequate  facilities,  and  knowledge  of  how  to  use  the  leisure  and  the 
facilities.  These  three  conditions  suggest  profitable  lines  of  inquiry 
in  your  own  community 


TREATMENT    OF    THE    ELEMENTS    OF    WELFARE. 


27 


How  the  community  'provides  for  recreation. — To  what  extent  are 
there  people  in  your  community  who  have  not  sufficient  leisui*e  for 
recreation?  How  is  it  in  the  case  of  women?  Of  children?  Wliat 
causes  deprive  people  of  leisure  in  your  community?  Other  things 
being  equal,  does  rural  or  city  life  afford  greater  leisure?  Is  there 
any  movement  in  your  community  (or  State)  looking  to  the  increase 
of  leisure  of  working  men  and  women  ? 

Are  the  facilities  for  recreation  adequate  in  your  community? 
Make  as  complete  a  list  as  possible  of  the  recreation  facilities  in  your 
community,  for  men;  for  women;  for  children.  Classify  them 
according  to  their  kind.  Are  the  facilities  that  exist  equally  dis- 
tributed in  all  parts  of  the  community  and  among  all  classes  of  the 
population  ?  Make  a  map  (if  in  a  city)  showing  distribution  of  play- 
grounds, parks,  baths.  Would  you  consider  a  library  a  means  of 
recreation?  A  saloon?  Wliy?  Are  facilities  for  recreation  more 
abundant  in  a  city  or  in  a  rural  community?  Look  up  the  question 
of  need  for  recreation  facilities  in  a  farming  community.  What 
obligation  is  there  upon  a  community  to  provide  recreation  facilities 
for  its  citizens?  Is  your  community  meeting  its  obligation 
satisfactorily? 

Do  you  know  people  who  do  not  know  how  to  play  ?  Is  it  a  func- 
tion of  the  school  to  teach  how  to  play?  Compare  the  advantages 
of  supervised  play  with  unsupervised.  How  much  and  what  kind 
of  supervision  over  recreation  is  there  in  your  community?  Discuss 
the  censorship  of  moving  pictures;  the  regulation  of  dance  balls. 
Wliat  agencies  provide  supervision  for  different  kinds  of  recreation 
in  your  community?  To  what  extent  is  supervised  recreation  pro- 
vided in  factories  and  business  houses?  Discuss  the  need  and 
methods  of  control  of  athletics  and  social  events  in  a  high  school. 

Following  is  a  partial  list  of  recreational  agencies  that  may  be 
discussed : 

LIST    OF   AGENCIES. 


School  recess. 

Playgrounds  and  athletic  fields. 

Athletic  associations. 

Gymnasiums  and  bowling  alleys. 

Extended  use  of  schoolhouses. 

Public  baths. 

Recreation  piers. 

Dance  halls. 

Concerts. 

Theaters  and  moving  pictures. 

Circuses. 


Botanical  and  zoological  gardens. 

Libraries. 

Museums  and  art  galleries. 

Summer  camps. 

Fish  and  game  protection. 

National  parks. 

Clubs  and  associations: 

Boy  Scouts. 

Camp  Fire  Girls. 

Y.M.C.A. 

Social  settlements. 


Responsibility  of  the  citizen. — Observation,  inquiry  and  discussion 
along  the  lines  suggested  in  the  foregoing  paragraphs  should  impress 
pupils  with  the  obligation  to  provide  for  adequate,  wholesome 
recreation,  both  from  the  standpoint  of  self-interest  and  of  community 


28  TEACHING   OF   COMMUNITY   CIVIOS. 

welfare.  Most  high-school  pupils  need  little  stimulation  to  play, 
though  there  are  numerous  exceptions;  but  they  need  to  cultivate 
judgment  in  the  choice  of  recreation  and  to  develop  thoughtfulness 
regarding  the  comfort  and  convenience  of  others  who  are  not  partici- 
pating in  the  game. 

Athletics  and  other  forms  of  school  recreation  afford  abundant 
opportunity  for  the  practice  of  civic  virtues.  Consideration  for 
others,  habits  of  cooperation,  regard  for  the  rules  of  the  game  are 
duties  which  may  be  cultivated  in  recreational  activities  whether  on 
the  athletic  field  or  in  social  gatherings. 

It  is  pertinent,  in  these  days  of  strenuous  business  activity,  to 
stress  the  duty  of  providing  against  personal  physical  breakdown 
and  social  inefficiency,  by  due  regard  for  recreational  needs  after  enter- 
ing business.  Abundant  opportunity  is  presented  throughout  the 
discussion  to  emphasize  the  responsibility  of  the  community  for 
ample  f aciUties  for  regulated  recreation,  and  of  the  citizen  to  cooperate 
with  private  and  pubHc  agencies  in  providing  for  them.  The  duty 
of  the  employer  to  his  employees  in  this  respect  should  also  be  em- 
phasized. 

TOPIC  IV.— EDUCATION. 

Aj)proacJi  to  tlie  topic. — It  is  not  always  easy  for  the  pupil  to  see  the 
value  of  the  education  the  school  is  giving  him.  This  may  be  due, 
in  part,  to  his  own  lack  of  understanding  and  foresight;  in  part,  to  a 
real  failure  of  the  school  to  meet  the  needs  of  the  pupil.  Let  the  class 
(and  the  teacher)  face  these  two  possibilities  frankly,  with  a  view  to 
getting  light  on  what  should  be  expected  from  the  school,  and  how 
far  the  school  is  fulfiUmg  or  failing  to  fulfill  its  obligations. 

Whether  the  school  clearly  meets  the  needs  of  the  pupil  or  not,  the 
value  of  some  kind  and  some  amount  of  education  (acquiring  ex- 
perience and  skill  and  appreciation)  will  be  readily  acknowledged  by 
the  pupil.  A  great  deal  of  this  education  is  acquired  directly  by 
experience  in  the  school  of  life  itself.  One  question  to  be  answered 
is.  How  early  does  it  pay  to  enter  this  school  of  life  to  finish  one's 
education  by  actual  experience  ?  There  was  a  time  when  education 
was  acquired  almost  wholly  in  this  way,  except  for  what  the  family 
itself  could  give  or  afford  to  buy.  With  the  growing  complexity 
of  life,  it  has  become  necessary  to  supplement  the  efforts  of  the 
individual  and  of  the  family  by  providing  educational  facihties  for  a 
longer  period  of  trainmg,  and  this  training  has  been  made  available 
to  practically  everyone  through  the  system  of  public  elementary  and 
secondary  schools.  That  the  communit}^  believes  this  is  worth  while 
is  evidenced  by  the  large  sum  of  money  expended  every  year  for  the 
purpose.  How  much  in  your  town  or  city?  In  your  State?  How 
much  does  your  high  school  cost  the  community  annually  for  each 


TEEATMENT   OF    THE    ELEMENTS    OF    WELFARE.  29 

pupil  in  attendance'?     How  does  this  compare  with  the  cost  of  the 
elementary  schools?     Is  the  difference  justifiable?     Wliy? 

If  your  education  is  worth  while,  either  from  your  standpoint  or 
that  of  the  community,  it  ought  to  accomplish  at  least  the  following 
things: 

1.  It  ought  to  help  you  to  become  self-supporting  and  to  provide  for  those  dependent 
upon  you.     This  would  include — 

a.  Help  in  discovering  the  vocation  for  which  you  are  best  adapted. 

b.  Help  in  preparation  for  that  vocation. 

2.  From  the  standpoint  of  the  community  it  ought  to  increase  your  efficiency  as  a 
contributor  to  the  economic  prosperity  of  the  community,  and  thereby  also  contribute 
to  your  own  self-respect. 

3.  It  ought  to  increase  your  capacity  for  enjoyment  of  your  life  work  and  for  enjoy- 
ment and  wise  use  of  leisure. 

4.  It  ought  to  stimulate  your  desire,  and  develop  your  ability,  to  participate  wisely 
in  the  affairs  of  your  community — intellectual,  social,  philanthropic,  political,  etc. 

5.  It  ought  to  cultivate  your  appreciation  of  life  in  all  its  aspects. 

Each  of  the  above  points  may  be  discussed  in  greater  or  less  deta'l 
to  bring  out  why,  from  the  standpoint  of  the  pupil  and  from  that  of 
the  community,  public  education  should  provide  for  it. 

How  the  community  jyrovides  for  education. — A  good  place  to  begin 
a  study  of  what  the  community  is  actually  doing  for  the  education  of 
its  citizens  is  with  the  high  school  (if  it  is  a  high-school  class  that  is 
making  the  study;  if  it  is  an  eighth-grade  class,  the  beginning  might 
better  be  with  the  elementary  school).  The  following  questions  are 
only  suggestive,  and  by  no  means  exhaust  the  various  aspects  of  the 
subject: 

Make  a  table  or  chart  showing  the  various  kinds  of  work  and  activities  of  your  high 
school,  and  show  how  they  contribute  to  the  ends  of  education  as  stated  above  (include 
athletics,  debating  societies,  the  school  paper,  and  other  activities). 

Course  of  study. — What  changes  have  been  made  in  your  high -school  course  of  study 
in  the  last  10  years?  What  has  been  the  purpose  of  these  changes?  What  further 
changes  are  in  prospect?  Do  other  high  schools  in  your  city  and  high  schools  in  other 
cities  maintain  courses  not  found  in  your  school?  If  so,  to  what  extent  should  they 
be  introduced  in  your  school?  Why?  Do  you  yourself  feel  that  the  studies  you  are 
taking  have  a  direct  value  to  you?  What  changes  would  you  suggest  in  the  content 
and  methods  of  teaching  the  studies  you  are  taking  to  make  them  more  useful  to  you? 
"V^Tiat  subjects  would  you  drop  altogether,  and  why? 

Administration. — Analyze  and  describe  the  ad  minis  traiion  of  your  school.  Explain 
the  function  and  the  responsibility  of  teachers,  princii)al,  superintendent,  school 
board,  or  committee.  Do  you  have  any  responsibility  for  the  administration  or  con- 
duct of  the  school?  Explain.  Discuss  advantages  and  disadvantages  of  i)upil  par- 
ticipation in  school  government.  What  is  the  relation  between  the  school  authorities 
and  the  city  or  town  or  county  government?  Between  the  school  authorities  and  the 
State  government?    Why  these  relations? 

School  attendance. — Between  what  ages  is  school  attendance  compulsory  in  your 
State?  How  does  this  compare  with  other  States?  What  steps  must  be  taken  to 
obtain  working  papers,  schooling,  and  age  certificates?    What  restrictions,  if  any, 


30  TEACHING   OF   COMMUNITY   CIVICS. 

are  i)lacecl  upon  the  kinds  of  employment  that  may  be  secured  by  minors?  Explain 
the  administration  of  the  tniancy  laws.  "What  proportion  of  elementary  pupils  enter 
high  school  in  your  community?  Wliat  proportion  of  those  who  enter  high  school 
complete  the  course?  A\'Tiat  proportion  of  pupils  leave  the  elementary  school  l>efore 
completing  all  eight  grades?  Wliat  caiiees  are  assigned  for  this  elimination  of  i)upil3 
at  various  grades?  ^\^lat  steps,  if  any,  are  being  taken  in  your  community  to  prevent 
retardation  and  elimination? 

Racial  composition  of  the  school. — A  chart  may  be  made  showing  places  of  birth 
of  the  members  of  the  class,  and  of  their  parents  and  grandparents.  The  aim  should 
be  to  conserve  a  proper  pride  in  racial  heritage  while  emphasizing  the  process  of  Amer- 
icanization. Tact  must  be  exercised  to  avoid  offense.  The  democratizing  influence 
of  the  public  school  should  be  emphasized.  The  opportunity  is  great  to  cultivate 
wholesome  sympathy  among  the  racial  elements  represented.  It  may  be  shown  that 
the  American  ideal  of  democracy  is  the  outgrowth  of  the  labors  and  aspirations  of  the 
people  in  nations  other  than  our  own,  and  that,  therefore,  the  foreigner  comes  from 
countries  which  have  contri]:)uted  to  the  ideal  for  which  we  ourselves  are  striving. 

Cost  of  the  school. — How  much  was  expended  for  your  high  school  last  year?  How 
much  of  this  was  for  instruction?  For  what  other  purpose  was  money  spent?  'WTiat 
is  the  value  of  your  school  building  and  grounds?  From  what  sources  is  this  money 
derived?    How  is  it  raised? 

In  the  same  spirit  and  by  similar  methods  such  educational  agen- 
cies as  the  following  may  be  taken  up  for  discussion  so  far  as  tmie 
and  circumstances  warrant: 

LIST   OF  AGENCIES, 

1.  Those  offering  education  directly: 

Kindergartens. 

Elementary  schools  (day,  evening,  summer,  special). 

High  schools  (day,  evening,  summer,  special). 

Private  and  cooperative  schools. 

Higher  institutions  (different  kinds  and  purposes  of  each). 

Correspondence  schools  (use  and  limitations). 

Summer  Chautauquas. 

Winter  reading  circles. 

Schools  for  defectives  (blind,  deaf,  etc.). 

Corporation  schools. 

Classes  for  immigrants. 

Young  Men's  Christian  Association. 

Social  settlements. 

Civic  clubs. 

Literary  and  debating  clubs. 

Public  lectures  and  sermons. 

Libraries. 

Museums  and  art  galleries. 

Theaters  and  moving  pictures. 

Newspapers  and  periodicals. 

2.  Those  fostering  other  educational  agencies: 

Public  education  associations. 
Home  and  school  associations. 
The  Foundations  (Sage,  General  Education  Board,  Carnegie  Foundation  for 

the  Advancement  of  Teaching). 
United  States  Bureau  of  Education. 


TEEATMENT   OF    THE    ELEMENTS    OF    WELFAEE.  31 

Responsibility  of  the  citizen. — The  pupil  should  be  impressed  with 
the  fact  that  in  going  to  school  he  is  participating  in  the  real  life  of 
the  community,  that  he  is  doing  the  thing  which  the  community 
expects  him  to  do.  Is  he  doing  his  part  well  ?  Teachers  and  school 
authorities  are  official  representatives  of  the  community,  a  part  of 
the  local  and  State  governments.  Cooperation  with  them  is  public 
service,  as  are  diligence  and  regularity  of  attendance.  Responsibility 
for  the  progress  of  the  other  members  of  the  class  should  be  empha- 
sized, as  also  for  the  public  property  represented  in  school  equip- 
ment. 

The  pupil  also  has  a  civic  responsibility  for  the  future,  for  which 
his  education  is  mtended  to  fit  him.  Whether  his  education  does 
prepare  him  for  future  responsibility  depends  in  part  upon  the 
efficiency  of  the  school,  but  also  in  large  measure  upon  the  diligence 
and  attitude  of  the  pupil  himself. 

It  should  be  shown  that,  while  school  authorities  have  direct 
responsibility  for  the  schools,  a  community  wiU  have  the  kind  of 
schools  that  it  really  wants,  and  that  a  responsibility  rests  on  the 
citizens  themselves  to  deal  with  the  subject  intelligently  and  to 
submit  willingly  to  the  necessary  taxation  for  adequate  educational 
facilities.  The  difference  in  kind  of  responsibility  resting  upon  school 
authorities  and  citizens  should  be  emphasized.     (See  Part  I,  p.  16.) 

TOPIC  v.— CIVIC  BEAUTY. 

Approach  to  the  topic. — The  appearance  of  a  community  is  usually 
the  first  thing  to  attract  the  attention  of  a  stranger.  Are  you  proud 
of  your  community  in  this  respect?  What  are  some  of  the  things 
that  you  would  select  to  show  a  visitor  in  jour  community  ?  What 
are  some  of  the  things  that  you  would  not  want  him  to  see  ?  Why  ? 
What  difference  does  it  make  whether  your  community  is  beautiful 
or  not?  For  example,  what  effect  do  appearances  have  upon  the 
value  of  i3roperty  ?  Give  examples  in  your  own  community.  Why 
should  the  citizen  cooperate  with  government  and  with  voluntary 
agencies  to  make  the  community  beautiful  ?  What  besides  appear- 
ances contribute  to  the  beauty  of  a  community  ? 

If  there  happens  to  be  under  way  in  your  commmiity  some  import- 
ant improvement,  such  as  the  construction  of  a  system  of  parks  or 
boulevards,  or  a  town-planning  movement,  this  may  afford  a  natural 
avenue  of  approach  to  the  general  subject  of  civic  beauty.  In  this 
case  the  relation  between  such  factors  in  civic  beauty  as  parks  or 
boulevards  and  public  health,  public  recreation  and  public  conven- 
ience, should  be  established. 

How  the  community  provides  for  civic  heauty. — Positive  or  negative 
material  for  the  study  of  civic  beauty  and  its  importance  is  always 
at  hand  in  abundance.     It  is  popular  with  pupils  and  comparatively 


32 


TEACHING   OF    COMMUNITY   CIVICS. 


easy  to  handle.  As  in  the  case  of  other  topics,  the  study  should  be 
related  as  closely  as  possible  to  the  pupils'  interest,  proceeding  from 
matters  familiar  to  thorn  to  matters  less  familiar.  When  the  pupils 
live  in  congested  city  districts  where  lawns,  gardens,  and  shade 
trees  are  rare,  it  is  hardly  wise  to  dwell  upon  home  beautifying  in 
these  respects  to  the  same  extent  as  m  other  sections  of  the  city. 
For  such  pupils  a  discussion  of  clean  and  tidy  area  ways  and  alleys 
would  be  more  pertinent.  The  appearance  of  school  building  and 
grounds,  of  streets,  and  of  parks,  however,  is  of  common  interest  to  all. 
The  following  is  a  list  of  topics  rather  than  of  agencies;  but  their 
study  of  course  involves  a  consideration  of  corresponding  agencies. 
Under  each,  therefore,  inquire  as  to  who  has  been  given,  or  has 
assumed,  responsibility,  and  how  the  work  is  done. 


LIST   OP  AGENCIES. 


Beauty  in  the  home: 

Appearance  of  dwellings  (paint,  re- 
pairs, window  boxes,  etc.)- 
Care  of  lawns,  gardens,  trees. 
Beauty  in  the  school: 
Interior  decoration. 
School  architecture. 
Improvement  of  grounds. 
School  gardening. 
Beauty  in  the  street: 
The  street  plan. 
Construction  and  repair. 
Cleanliness. 
Provision  for  rubbish. 
Unsightly  objects — 

Telephone    and    electric    light 

poles. 
Bill  boards. 
Care  and  preservation  of  trees. 
Noise. 

Lighting  at  night. 
Parks,  parkways  and  boulevards,  water 
fronts. 


Architecture: 

Public  buildings. 

Business  and  office  buildings. 

Residential. 
Art: 

Monuments  and  statues. 

Bridges. 

Galleries. 
City  or  town  planning: 

Street  plan. 

Grouping  of  public  buildings. 

Industrial  and  residential  sections. 

Regulation  of  height  of  buildings. 
Preservation  of  natural  beauty: 

Local,  State,  National. 
Miscellaneous : 

Smoke  abatement. 

Vacant  lots. 

Alleys. 

Clean-up  days. 

Care  of  public  buildings. 

MutUation  of  public  property. 


Responsibility  of  the  citizen. — There  is  no  phase  of  community  life 
in  which  it  is  so  easy  to  see  the  responsibihty  of  the  citizen  as  in  that 
which  relates  to  beauty,  and  there  is  no  other  phase  which  offers  such 
abundant  opportunity  to  the  young  citizen  to  participate  in  civic 
activities.  The  beauty  of  the  community  as  a  whole  depends  in 
large  measure  upon  the  care  which  the  individual  householder  and 
his  family  take  with  regard  to  the  appearance  of  their  own  premises 
and  the  care  which  every  individual,  young  or  old,  takes  not  to 
htter  the  streets  and  parks  vdth  j^apers  and  other  refuse,  to  deface 
walls  and  fences,  to  injure  plants  and  trees,  to  destroy  birds.     Chil- 


TEEATMENT   OF    THE   ELEMENTS   OF    WELFARE.  33 

dren  have  been  a  large  factor  in  many  communities  in  the  work  of 
school  and  home  gardening  and  in  neighborhood  bcautification  of 
various  kinds.  Besides  personal  conduct  in  such  matters,  there  is 
always  the  opportunity  to  help  form  pubhc  opinion  by  personal  effort 
and  by  cooperation  with  voluntary  agencies. 

TOPIC  VI.— WEALTH. 

Approach  to  the  topic. — In  dealing  with  this  topic  it  may  be  neces- 
sary to  remind  oneself  that  this  is  a  course  in  ''community  civics" 
and  not  one  in  economics.  In  order  to  maintain  this  point  of  view 
it  may  be  well  for  the  teacher  to  recall  the  definitions  of  the  "good 
citizen"  and  of  " community  civics "  given  on  pages  1  and  11,  Part  I. 
The  citizen,  however,  must  be  a  user,  and  usually  a  producer,  of 
wealth.  The  use  and  production  of  wealth  have  their  civic  relations 
and  it  is  some  of  these  that  this  section  is  intended  to  point  out. 

It  wiU  probably  be  necessary  to  explain  to  pupils  that  the  word 
"wealth"  is  not  used  in  the  sense  of  great  riches,  and  still  less  as 
synonymous  with  money,  but  in  its  true  meaning  of  all  material  things 
for  which  men  are  willing  to  work.  A  loaf  of  bread  is  wealth,  as  also 
a  book,  or  a  lead  pencil,  or  a  house  and  lot,  or  a  plow.  A  technical 
discussion  of  wealth  in  aU  its  economic  bearings  is  out  of  place  in 
this  course. 

The  things  most  in  evidence  in  a  community,  outside  of  the  purely 
residential  districts,  are  stores  and  office  buildings,  factories,  trans- 
portation lines  and  facilities,  and  people  hurr.ying  to  and  fro,  or  at 
work  in  their  offices  or  before  machines  or  behind  counters — aU  going 
about  their  "business."  If  it  is  a  rural  community,  there  are  the 
farms  with  all  the  activities  involved  in  producing  grain,  or  cotton, 
or  live  stock.  Or  it  may  be  a  mining  community  or  one  whose 
chief  interest  is  in  the  activities  that  center  about  the  forest.  Every- 
one seems  to  be  intent  on  "getting  a  living." 

If  we  pass  from  the  "business  center"  of  a  city  to  the  residential 
districts,  there  we  see  the  symbol  of  the  "hving"  for  which  all  this 
work  is  going  on — the  home.  It  represents,  first  of  all,  shelter  and 
food;  but  in  addition  it  represents  the  primary  means  of  education 
(the  training  of  children),  of  health  protection,  of  esthetic  enjoyment 
(in  books,  music,  home  bcautification),  of  recreation,  and  of  social  life. 
It  represents  the  necessities  of  life  and  such  comforts  and  luxuries 
as  the  family  may  by  its  work  provide  for. 

The  getting  of  a  living  is  of  fundamental  importance  to  everyone. 
It  should  be  made  clear  to  the  pupil  that  the  money  a  worker  receives 
for  his  work  is  only  a  measure  of  his  "living"  or  of  the  value  of  his 
services,  and  that  the  real  "living"  that  he  receives  in  return  for  his 
work  is  the  more  or  less  complete  enjoyment  of  the  "elements  of 
welfare" — protection  of  health,  life,  and  property,  education,  recre- 


S4  TEACHING   OF   COMMUNITY   CIVICS. 

ation,  etc.  Wealth  is  merely  the  material  means  by  which  the 
real  elements  of  welfare  are  secured.  The  activities  involved  in  the 
production  and  use  of  wealth  are  of  vital  importance  to  every  com- 
munity, local  or  national.  A  very  large  part  of  the  work  of  govern- 
ment is  for  the  regulation  of  these  activities  and  for  the  protection 
of  the  citizen  in  his  property  rights.  The  wealth-getting  and  wealth- 
using  activities  also  impose  heavy  responsibilities  upon  the  citizen. 

Means  hy  which  the  community  provides  for  the  production  ami  use 
of  wealth. — The  following  paragraphs  suggest  a  few  of  the  important 
aspects  of  the  subject  that  may  be  investigated  with  profit. 

1.  The  dependence  of  the  citizen  upon  others  for  the  wealth  he  uses. — 
The  interdependence  of  individuals  is  nowhere  so  clearly  shown  as  in 
the  wealth-getting  and  wealth-using  activities  of-  a  community, 
whether  the  community  be  local,  national,  or  world-wide.  This 
world-wide  interdependence  is  vividly  shown  by  the  effects  of  the 
European  war. 

Make  a  list  of  the  workers  engaged  in  providing  you  with  bread,  from  the  raising  of 
the  grain  to  the  placing  of  the  bread  upon  the  table.  Do  the  same  for  the  salt  with 
which  you  season  your  food,  and  the  knife  and  fork  with  wliich  you  eat  it;  for  the 
coat  or  dress  which  you  wear;  for  the  furnitiu'e  in  your  home  or  the  house  in  which 
you  live;  for  the  bboks  that  you  use  in  school.  Name  as  many  groups  of  workers  as  pos- 
sible who  have  contributed  to  the  protection  of  your  health;  to  providing  you  with 
a  concert  or  a  theatrical  performance.  In  these  studies  do  not  forget  such  ramifica- 
tions of  industry  as  transportation,  the  engineers  who  build  bridges,  the  scientists 
who  discover  natural  laws. 

A  concrete  study  of  .this  kind  will  give  the  pupil  a  vivid  picture  of 
the  multiplicity  of  occupations  in  their  relations  to  each  other.  But 
the  chief  point  of  emphasis  at  this  time  is  the  magnitude  and  variety 
of  service  by  which  a  living  is  provided  for  the  humblest  citizen  in 
return  for  his  individual  effort. 

Conversely,  there  is  the  implied  obligation  of  each  individual  to 
contribute  effectively  to  the  extent  of  his  abihty  to  the  living  of  all 
these  who  serve  him.  Each  worker  is  primarily  concerned  with  what 
he  gets  for  his  work;  the  community  is  especially  concerned  about 
what  he  gives.     All  this  implies  the  necessity  for  cooperation. 

2.  Cooperation  and  division  of  labor. — Observe  how  the  occupations  of  your  house- 
hold are  distributed  among  the  members  of  the  family.  Study  a  factory  in  your  com- 
munity (perhaps  one  in  which  a  member  of  your  family  is  employed)  to  discover 
how  the  work  of  producing  a  given  article  is  divided  among  the  various  groups  of 
workmen.  Wliat  is  the  purpose  of  this  "division  of  labor"?  Show  how  each  is 
dependent  upon  all  the  others.  Discuss  the  advantages  and  disadvantages  of  such 
division  of  labor,  from  the  point  of  view  of  the  workman  and  from  that  of  the  employer. 
What  is  the  work  of  the  "manager,"  or  "superintendent,"  or  "boss"?  Why  is  he 
necessary?  Wliat  sliould  be  the  relations  between  the  manager  and  the  workmen? 
Where  does  the  money  come  from  with  which  to  build  the  plant,  provide  the  ma- 
chinery, and  pay  wages?     Explain  "capital."     Show  the  interdependence  of  those 


TREATMENT  OF    THE   ELEMENTS   OF    WELFARE.  35 

who  furnish  the  capital  and  those  who  furnish  the  labor.  "The  mutual  object  of 
both  is  to  produce  the  best  possible  article  at  the  lowest  possible  price,  in  order  to 
place  it  within  reach  of  the  greatest  possible  number  of  piirchasers."  (Note  the 
obligation  of  both  to  regard  the  rights  of  the  user  of  the  article.) 

Show  how  the  factory  just  studied  is  dependent  upon  other  industries  and  occupa- 
tions in  yoiu-  own  community;  iipon  industries  and  occupations  in  other  parts  of  the 
country  or  of  the  world. 

Investigate  the  communicating  system  in  a  large  factory  or  store  and  show  its 
importance  as  a  means  of  securing  cooperation.  From  the  same  point  of  view,  discuss 
the  means  of  commimication  and  transportation  in  the  community  and  in  the  nation 
and  in  the  world. 

3.  Effects  of  industrial  development  tipon  community  life. — Starting  with  the  large 
degree  of  self-dependence  exisxing  in  a  pioneer  family  or  community,  show  how  the 
differentiation  of  occupations  has  taken  place.  The  simpler  facts  of  the  "iadustrial 
revolution"  may  be  brought  out,  to  show  the  effects  of  the  invention  of  machinery 
and  the  use  of  steam.  Note  especially  the  growth  of  the  factory  system  and  its  effects 
upon  the  division  of  labor,  the  relations  between  labor  and  capital,  and  the  growth 
of  cities,  with  their  complex  problems  of  social  life  and  government. 

4.  Distribution  of  ivealth. — This  subject,  from  the  standpoint  of  economics,  is  too 
difficult  for  systematic  treatment  in  this  com-se.  It  may  be  shown,  however,  that 
where  there  are  such  interdependence  and  cooperation  among  those  who  fiu:nish  the 
capital  and  those  who  furnish  the  labor,  and  among  manufacturers,  merchants,  and 
transporters,  there  should  be  some  equitable  distribution  of  the  proceeds  of  the  com- 
bined service  to  the  community.  A  simple  explanation  may  be  made  (without  too 
technical  discussion)  of  wages,  salaries,  profits,  dividends,  interest,  rent.  This  may 
involve  a  simple  discussion,  based  on  observation  and  published  studies,  of  "a  liAdng 
wage,"  "standards  of  living,"  "family  budgets,"  etc. 

5.  Saving. — A  highly  important  topic.  It  may  include  such  items  as  the  following: 
Duty  of  providing  for  a  "rainy  day,"  and  for  the  safety  and  comfort  of  the  family. 
Economy  in  personal  habits,  in  the  household,  and  in  business  management.  Methods 
and  means  of  systematic  saving.  Saving  by  investment.  Capital  the  result  of 
saving.     Economy  thi'ough  efficiency.  '  Conservation  of  natural  resoxu:ces.     Economy 


m  government. 


The  topics  here  given  are  only  suggestive  of  the  hnes  of  inquiry 
and  of  the  point  of  view  and  method,  appropriate  to  this  course. 
Many  others  are  excluded  for  lack  of  space.     But  in  a  course  in  com- 
munity civics  especial  emphasis  should  be  given  to — 

6.  What  the  Government  does  to  regulate  activities  relating  to  the  production  and  enjoy- 
ment of  wealth. — Protection  of  property  and  property  rights.  The  economic  causes 
for  the  establishment  of  the  Federal  Government  in  1787. 

The  conservation  of  natural  resources. 

Regiilation  of  commerce.  State  and  interstate,  and  foreign. 

Providing  money.  The  piurpose  of  money  as  a  measure  of  value  and  a  means  vi 
exchange. 

Establishment  and  regulation  of  banks.     Maintaining  credit. 

Regulation  of  corporations  and  trusts. 

Departments  of  Agi-iculture,  Commerce,  and  Labor. 

Regulation  of  labor  of  women  and  children. 

Regulation  of  conditions  of  work. 

Regulation  of  immigration. 

Standardization  of  weights  and  measures. 


36  TEACHING   OF   COMMUNITY   CIVICS, 

The  subject  of  taxation  is  left  for  treatment  in  connection  with 
Topic  XIII — How  Governmental  Agencies  are  Financed. 

The  following  are  some  of  the  agencies  that  might  be  considered: 

LIST  OF  AGENCIES. 

Industries  and  occupations  of  the  commumty.     Study  them  wdth  reference  to  the 

wants  they  satisfy  or  the  service  they  perform. 
Raw  materials  used  in  these  industries.     Sources. 
Natural  resources  of  your  immediate  commimity. 
Conservation  of  natural  resources. 
Light  and  power  for  industrial  uses. 

Transportation  facilities.     (See  also  topic  Transportation.) 
Capital:  Nature  of  the  capital  used  in — 
Farming  in  your  locality. 
A  large  fiictory. 
A  street  railway. 
A  mercantile  establishment. 
A  bank. 
Labor  supply:  Kind,  abundance,  permanence,  reliability. 
Voluntary  organizations  aiding  indi^stry: 
Labor  unions. 

Boards  of  trade,  chambers  of  commerce. 
Associations  of  manufacturers,  merchants,  professional  men. 
Employment  bureaus. 
For  saving: 

Banks — school  banks,  savings  banks,  postal  savings. 
Homestead  and  loan  associations. 
Insurance — life,  accident,  fire. 
Opportunities  for  investment. 
Government  control: 

Federal  departments,  bureaus,  commissions,  etc. 

Treasury,   Agriculture,   Commerce,   Labor,   Interior,   Interstate  Commerce 

Commission,  etc. 
Consular  system. 
Federal  employment  bureaus. 
Federal  Reserve  Board. 
Federal  legislation  (consider  the  legislation  of  the  present  or  last  session  of  Con- 
gress) . 
State  bureaus  and  commissions. 

Agriculture,  labor,  highways,  etc. 
Employment  bureaus. 
State  universities,  agricultural  and  technical  schools. 
State  legislation: 

Wage  laws,  accident  liability,  labor  of  women  and  children,  working  condi- 
tions. 

Responsibility  of  the  citizen. — The  foregomg  study  should  have 
impressed  the  pupil  with  the  obligation  resting  upon  every  individual 
to  bo  self-sustaining  by  his  own  work  and  to  participate  efficiently  in 
the  economic  work  of  the  world.  Through  the  study  of  this  topic, 
together  with  that  of  education,  he  should  be  impressed  with  the 
necessity  of  choosing  a  vocation  wisely  and  of  adequate  preparation 


TEEATMENT   OF    THE    ELEMENTS    OF    WELFARE.  37 

for  it.  He  may  have  been  impressed  also  with  inequahties  and 
apparent  injustices  in  the  distribution  of  wealth,  responsibihty  for 
which  is  often  hard  to  place.  The  very  difficulty  of  the  problem 
places  upon  the  good  citizen  the  obligation  of  trying  to  understand  it 
and  to  contribute  all  m  his  power  to  the  removal  of  causes  of  injustice. 

The  business  and  industrial  relations  of  the  world  are  founded 
largely  upon  confidence.  This  is  the  basis  of  credit.  Inefficiency 
or  dishonesty  in  one  employee  or  in  one  employer  tends  to  undermme 
confidence  in  aU  employees  and  employers.  Give  examples  (e.  g., 
careless  engineers,  absconding  bankers,  etc.). 

Opportunity  for  the  highest  possible  type  of  good  citizenship  is 
more  abundant  in  business  than  in  almost  any  other  department  of 
life,  partly  because  business  occupies  so  large  a  portion  of  the  citi- 
zen's attention  and  time,  but  also  because  real  devotion  to  the 
public  welfare  so  often  demands  large  sacrifices  of  apparent  personal 

TOPIC  Vn.— COMMUNICATION. 

Approach  to  the  topic. — The  battle  of  New  Orleans  was  fought  after 
the  conclusion  of  the  War  of  1812  because  the  news  of  peace  had  not 
reached  Gen.  Jackson.  One  cause  of  disunion  among  the  American 
colonies  and  in  the  Confederation  was  the  lack  of  means  of  communi- 
cation. 

A  number  of  ships  are  steaming  their  way  across  the  ocean,  hun- 
dreds of  miles  apart,  with  different  destinations,  each  unmindful  of 
the  others.  A  fire  breaks  out  on  one  of  them,  and  a  wireless  caU  for 
help  is  sent  out.  Immediately  all  these  widely  separated  vessels 
unite  in  one  purpose  and  hasten  to  the  support  of  their  sister  ship  in 
danger.  United  sympathies,  united  purpose,  united  action  depend 
on  adequate  means  of  communication. 

The  manager  of  a  great  business  keeps  in  touch  with  every  detail 
and  directs  every  department  of  his  establishment,  and  even  of 
branches  in  distant  cities,  without  leaving  his  desk.  The  commanders 
of  the  armies  of  Europe  are  in  personal  touch  with  every  portion  of  a 
battle  front  a  hundred  miles  long.  Business  and  social  life  have 
been  revolutionized  by  the  development  of  means  of  rapid  communi- 
cation. 

Rapid  communication  enables  a  nation  as  extmisive  as  oui-s  to 
concentrate  its  thought  and  purpose  upon  one  thing  at  the  same 
instant.  Compare  with  China  m  this  respect.  The  President  pro- 
claims a  statement  of  prmciplcs  m  defense  of  American  7-ights.  The 
next  morning  the  voice  of  the  whole  Nation  is  heard  through  the 
newspapers,  pledging  support  to  its  Chief  Executive. 

How  out  of  touch  one  feels  with  the  world,  in  these  days,  until  the 
newspaper  is  brought  in  from  the  front  step;  and  how  much  a  part 


38 


TEACHING   OF   COMMUNITY   CIVICS. 


of  it,  even  in  the  mountain  camp,  when  the  mail  arrives  or  if  there  is 
telephonic  communication. 

With  an  appreciation  of  the  significance  of  adequate  means  of 
communication  in  the  life  of  the  community  stimulated  by  such 
examples,  which  might  be  multiplied  indefinitely,  attention  may  be 
directed  to  a  concrete  study  of  the  actual  means  of  communication 
in  your  community  and  in  the  nation  as  a  whole.  Their  historical 
development  makes  an  interesting  story.  Consider  the  extent  to 
which  Government  control  is  exercised  in  each  case,  and  whether  it  is 
the  local.  State,  or  National  Government.  An  extreme  case  of  such 
governmental  control  may  be  seen  in  the  censorship  of  news  in  war 
time. 

Means  hy  which  communication  is  maintained. — Make  comparisons 
between  present  and  past  times  with  reference  to  means  of  communi- 
cation. Discuss  the  binding  together  of  the  component  families  of  a 
community,  of  business  houses,  of  the  home  with  the  place  of  busi- 
ness, of  the  home  with  the  doctor,  with  the  police,  with  the  fire 
department,  etc.,  by  means  of  the  telephone.  Also  how  the  farmer's 
life  is  no  longer  one  of  isolation,  because  of  the  telephone,  the  rural 
mail  delivery,  the  automobile,  and  the  electric  line;  how  the  city 
and  the  surrounding  country  are  united  into  a  single  community  by 
the  same  means.  Note  how  lines  of  communication  radiate  from 
your  community  to  every  other  community  in  the  State  and  in  the 
Nation,  thus  binding  all  into  large  communities. 


LIST    OF   AGENCIES. 


Lectures,  sermons,  Chautauquas,  etc. 
Public  discussion: 

Town  meeting,  county  court  days, 
fairs,  etc. 

The  comer  grocery. 

Clubs. 

Social  centers. 


Postal  service. 
Telegraph. 
Ocean  cables. 
Wireless. 
Telephone. 
The  press: 

Newspapers. 

Magazines,  periodicals,  etc. 

Books,  libraries,  etc. 

Keports  issued  by  Government  and 
by  voluntary  organizations. 

Responsibility  of  the  citizen. — Cooperation  with  postal  authorities 
calls  for  care  in  addressing  envelopes. 

A  visit  to  a  telephone  exchange  will  impress  the  class  with  the 
demands  for  patience  placed  upon  telephone  operators  and  the 
necessity  for  corresponding  courtesy  and  consideration  in  using  the 
telephone. 

The  process  by  which  public  opinion  is  formed  may  be  discussed  in 
some  of  its  aspects  with  profit.  The  necessity  for  reliable  information 
as  a  basis  for  judgment,  and  the  harm  done  by  the  dissemiuation  of 


TREATMENT   OF   THE   ELEMENTS   OF    WELFARE.  39 

false  or  unverified  ramors  may  lead  to  a  discussion,  of  the  responsi- 
bility of  newspapers  and  newspaper  reporters  for  the  correct  presen- 
tation of  facts. 

TOPIC  Vm.— TRANSPORTATION. 

A'p'proach  to  the  topic. — Possibly  a  "good-roads  movement,"  or  an 
important  street  improvement,  or  an  unusually  bad  condition  of  roads 
or  streets  exists  in  your  community  and  would  serve  as  a  means  of 
approach  to  the  general  subject.  It  is  important  to  relate  this  topic 
"Transportation,"  as  also  that  of  "Communication,"  to  the  various 
elements  of  welfare  that  have  been  studied.  Easy  and  rapid  commu- 
nication and  transportation  increase  certain  dangers  as  well  as  bring 
new  advantages;  as,  for  example,  in  the  spread  of  disease. 

It  is  easy  to  make  vivid  the  importance  of  the  city  street  and  of 
the  country  highways.  Practically  all  foodstuffs  and  raw  materials 
must  pass,  at  some  stage,  over  country  roads.  Think,  then,  of  the 
obstacles  to  life  presented  by  bad  roads.  The  subject  may  be  ap- 
proached mterestingly  by  an  account  of  the  difficulties  of  travel  and 
transportation  m  the  early  days  of  our  national  history,  or  in  the 
days  of  settlement  of  the  immediate  locality  in  which  the  pupils  live. 
{See  McMaster's  History  of  the  People  of  the  United  States.) 

Means  of  trans'portation. — A  study  of  the  country  highways  or  of 
the  city  streets  may  be  made  in  the  concrete.  The  following  is  a 
lesson  plan  on  country  roads,  submitted  by  Prof.  J.  F.  Smith,  of 
Berea  College,  Kentucky.  In  this  study  numerous  photographs  were 
used,  walks  were  taken  over  good  and  bad  roads,  and  the  pupils  and 
teacher  actually  did  a  piece  of  road  work. 

Study  and  report  on  condition  of  roads  in  the  community.  Draw  a  map  of  the 
community,  indicating  roads.  Which  are  dirt  roads,  rocky  roads,  otlier  kinds?  Wliich 
are  well  graded,  well  crowned?  Note  side  ditches;  are  they  adequate?  Note  cul- 
verts and  bridges.     Estimate  miles  of  road  in  the  community,  public  and  private. 

Study  road-making  material  in  the  community.  Note  places  where  limestone  is 
found;  sandstone,  slate,  gravel.     Are  these  materials  accessible? 

Find  out  cost  of  hauling  in  the  community.  Consult  wagoners  and  learn  charges  per 
hundred  pounds  for  freight  and  farm  produce.  Can  farmers  afford  to  market  produce 
at  present  cost  of  cartage?  Find  out  how  much  freight  is  hauled  into  the  community 
annually  and  compute  amount  paid  for  this.  How  long  will  wagon  and  set  of  harness 
last  on  the  roads?  How  long  on  good  roads?  Difference  in  cost  for  10  years.  How 
much  could  people  who  buy  supplies  afford  to  spend  on  road  upkeep  each  year  in  order 
to  cut  down  freight  rates? 

Compare  cost  of  hauling  here  with  cost  in  European  countries  where  the  best  roads 
exist.  What  overtax  do  the  people  have  to  pay  ?  Note  that  this  overtax  is  in  the  form 
of  higher  prices  for  household  necessities  and  in  smaller  profits  for  farm  produce. 

Road  building. — Determine  kind  of  road;  the  location;  grades;  liow  grades  affect 
the  haul;  the  drainage — level  and  steep  roads,  side  ditches,  culverts,  subdrainage, 
crown;  actual  construction — tools,  funds,  means  employed. 

Road  maintenance. — Kind  of  material  to  use;  regular  attention  necessary;  the  loola. 

What  good  roads  mean  to  a  community. — The  economic  problem.  How  they  ennance 
the  value  of  land.     Means  of  communication.     Better  social  life. 


40  TEACHING   OF    COMMUNITY   CIVICS. 

The  history  of  the  development  of  roads,  canals,  and  railways  in  yoiir  State  and  in 
the  Nation,  in  its  relation  to  the  growth  of  community  spirit  and  cooperation,  will  be 
fruitful.  \\Tiat  effect  did  the  steam  railway  have  upon  the  development  of  canals? 
Why?  Show  how  the  Panama  Canal  tends  to  unite  our  Nation  more  firmly.  Study 
the  problems  of  rapid  transportation  in  cities  and  their  relation  to  various  phases  of  city 
life.  Also  the  effects  of  the  parcel  post  and  of  electric  interurban  lines  on  the  welfare 
of  farmers  and  city  dwellers.  Make  a  comprehensive  study  of  the  work  of  the  Federal 
Government  in  promoting  and  safeguarding  transportation.  The  Ship  Purchase  Bill 
and  the  Government  ownership  of  railways  and  of  street  railway  lines  afford  material 
for  discussion  and  debate. 

LIST   OF   AGENCIES. 

Koads: 

Toll-road  companies  (now  rare). 
Voluntary  organizations  to  promote  good  roads. 
Government  control — 
County  and  town. 
State  (highway  commissions,  etc.). 
National — 

Department  of  Agriculture  (Office  of  Public  Roads). 
Post  Office  Department  (rural  delivery). 
Streets: 

City  government,  street  department. 
Bridges: 

City,  county,  State,  National. 
Natural  waterways:  Rivers,  lakes,  ocean. 
State  bureaus  and  commissions. 
National — 

Department  of  Commerce  (Coast  Survey,  Bureau  of  Navigation,  Btl?e?i!  di 

Lighthouses). 
Department  of  the  Treasury  (life-saving  stations). 
Department  of  War  (river  and  harbor  improvement). 
Department  of  Agriculture  (Weather  Bureau). 
International  Waterways  Commission. 
Interstate  Commerce  Commission. 
Canals: 

Private  companies. 
State  control. 

National  (Panama,  Sault  Ste.  Marie,  etc.). 
Railroads: 

Private  corporations. 

State  (railway  or  public-service  commissions). 
National  (Interstate  Commerce  Commission). 
Electric  railways: 

Urban — surface,  elevated,  subway. 
Interurban — 

Private  corporations. 

City  governments  (franchises,  commissions). 
State  governments  (pubUc-ser\'ice  commissions). 
National  (Interstate  Commerce  Commission). 
Post  Office  Department  (parcel  post). 
Express  companies. 

Local  transfer  companies,  cab  lines,  jitney  lines,  etc. 
Steamship  and  other  navigation  lines. 


TEEATMENT    OF    THE    ELEMENTS   OF    WELFAEE.  41 

Responsihility  of  the  citizen. — -In  many  localities  farmers  are  re- 
quired to  work  a  certain  number  of  days  every  year  on  the  roads.  If 
a  county  employs  an  expert  engineer  to  construct  and  improve  roads 
and  the  work  is  done  by  paid  laborers,  is  the  farmer  reUeved  of  his 
responsibility  as  well  as  of  the  necessity  of  working  on  the  roads  ?  In 
what  ways,  if  any,  is  the  citizen  of  a  city  responsible  for  the  condition 
of  the  streets  ?  Consider  the  blocking  of  sidewalks  with  merchandise, 
etc.;  the  blocking  of  traffic  in  the  streets,  endangering  pedestrians  at 
street  crossings,  etc.  If  a  citizen  wants  his  street  improved,  what  is 
the  process  by  which  it  may  be  accomplished  ?  If  a  person  is  injured 
by  falling  into  an  open  manhole  in  the  sidewalk,  or  by  falling  on  a 
defective  sidewalk,  or  on  the  ice  of  an  uncleaned  sidewalk,  who  is 
responsible  ?     From  whom  may  damages  be  collected,  if  at  all  ? 

TOPIC  IX.— MIGRATION. 

Approach  to  the  topic. — How  many  of  the  pupils  in  the  class  were 
born  in  the  community  where  they  are  now  going  to  school?  How 
many  of  their  parents  have  lived  in  one  place  all  their  lives  ?  How 
many  times  have  they  moved  from  one  community  to  another  ?  What 
have  been  the  reasons  for  moving  from  one  place  to  another  ?  Migra- 
tion is  no  unusual  thing.  The  motives  that  lead  to  it  consist  of  the 
desire  to  secure  one  or  other  of  the  elements  of  weKare.  The  motives 
that  bring  foreigners  to  America  are  the  same  as  those  that  have  led 
to  the  settlement  of  the  West,  or  the  early  colonization  of  America,  or 
the  movement  of  a  family  from  one  town  to  another,  or  from  the 
country  to  the  city;  except  that  the  desire  for  pohtical  and  religious 
freedom  have  played  a  more  important  part  in  immigration  than  in 
the  ordinary  movements  from  place  to  place  within  this  country. 

The  topic  ''Migration"  should  be  clearly  related  to  the  other  topics 
that  have  preceded.  It  follows  naturally  after  a  consideration  of 
"Transportation";  but  in  the  causes  that  lead  to  it  it  is  related  defi- 
nitely to  the  elements  of  welfare  that  are  the  subject  of  this  entire 
course. 

Problems/or  study. — The  direct  study  of  this  topic  might  begin  with  the  growth  of 
the  community  in  which  the  pupil  lives.  Where  did  the  original  settlers  come  from? 
What  was  the  chief  purpose  in  founding  the  community?  What  were  the  means  by 
which  the  settlers  came?  Note  the  growth  of  the  community  by  decades.  WTiat 
causes  led  to  more  rapid  growth  at  some  periods  than  at  others?  Is  the  community 
growing  rapidly  or  steadily  now?  How  much  of  the  increase  in  population  is  due  to 
the  birth  rate  and  how  much  to  immigiation  from  other  communities?  What  per 
cent  of  the  population  is  from  foreign  countries? 

In  some  rural  communities  a  decrease  in  population  may  be  discovered.  If  so,  to 
what  is  this  due?     Where  have  the  emigrants  gone? 

The  broader  problem  of  movements  of  population  in  different  parts  of  the  covmtry 
may  be  taken  up.  The  movement  from  country  to  city.  The  movement  from  city 
to  coimtry .  The  movement  from  one  part  of  the  coimtry  to  another.  In  what  sections 
is  the  movement  toward  the  cities  most  marked?    Where  is  the  movement  toward  the 


42  TEACHING   OF   COMMUNITY   CIVICS. 

country  more  noticeable?  What  sections  of  the  country  seem  to  be  decreasing  in 
population?     \^Qiat  sections  are  growing  most  rapidly? 

Foreign  immigration. — How  many  immigrants  have  come  to  this  country  during 
the  last  ten  yeai's?  From  what  countries  have  they  come?  Compare  the  sources  of 
immigration  now  with  those  of  25  years  ago.  Where  do  these  immigrants  settle? 
Compare  the  number  who  settle  in  cities  with  the  number  who  go  to  rural  districts. 
What  labor  problems  have  developed  in  your  own  community  from  the  influx  of 
immigrants  in  large  numbers?  Study  at  some  Itngth  the  immigrant  problems  of  the 
country  as  a  whole.  What  ia  being  done  to  distribute  the  immigrants  in  the  sections 
of  the  country  where  they  are  most  needed,  and  where  they  will  probably  be  most 
successful?  Diacuss  the  problem  of  assimilation.  What  is  the  opportunity  of  a 
public  school  in  this  respect,  and  how  is  the  school  meeting  its  opportunity? 

Study  the  regulation  of  immigration.  What  is  the  tendency  with  reference  to 
further  restriction?  Discuss  the  facts  relating  to  naturalization.  What  rights  have 
aliens  in  this  country?  What  methods  have  been  adopted  for  the  civic  education 
of  immigrants?     Are  these  methods  effective? 

The  following  are  some  of  the  agencies  that  have  more  or  less  in- 
fluence on  migration: 

LIST   OF   AGENCIES. 

Federal  Bureau  of  Immigration  and  inspection  service. 

Federal  Bureau  of  Naturalization. 

State  departments  of  labor  and  employment  bureaus. 

Steamship  companies. 

Railroad  companies. 

Corporation  lal)or  agents. 

Colonization  societies. 

Immigration  societies  and  other  voluntary  organizations  in  the  interest  of  immigrants. 

Chambers  of  commerce  and  similar  organizations  that  seek  to  induce  industries  to 

establish  themselves  in  cities. 
WTieat  growers'  associations,  agricultural  exhibits,  county  and  State  fairs,  etc. 

Responsibility  of  the  citizen. — Where  there  are  immigrant  children 
or  the  children  of  immigrants  in  the  classes,  the  responsibility  of  the 
school,  including  teachers  and  pupils,  for  the  comfort  and  happiness 
and  ''assimilation"  of  these  new  Americans  is  great  and  immediate. 
Every  citizen  has  opportunities  to  show  to  those  who  have  recently 
come  to  our  country  a  kindness,  consideration,  and  respect  for  their 
ways,  that  will  make  them  well  disposed  toward  us  and  our  institu- 
tions. 

To  help  acquire  a  sympathetic  understanding  of  the  immigrant, 
it  will  be  profitable  for  pupils,  as  well  as  teachers,  to  read  such  books 
as  Mary  Antin's  "The  Promised  Land;"  E.  A.  Steiner's  ''On  the 
Trail  of  the  Immigrant"  and  "The  Immigrant  Tide;"  and  Jacob 
Riis'  "The  Making  of  an  American." 

TOPIC  X.— CHARITIES. 

Ajjproacli  to  the  topic. — The  term  charities  has  come  to  include  not 
only  the  care  of  those  who  are  dependent,  but  also  the  efforts  of  society 
to  reduce  the  causes  of  dependence.     The  class  should  see  that  every 


TEEATMENT   OF    THE   ELEMENTS   OF    WELFARE. 


43 


person  is  supported  by  other  people  during  at  least  a  part  of  his 
lifetime,  and  that  many  people  become  dependent  upon  society 
through  no  fault  of  their  own.  This  fundamental  conception  can 
be  brought  out  clearly  by  means  of  a  graph  showing  the  comparative 
earnings  and  expenditures  of  an  individual  at  various  periods  in 
life.     Such  a  graph  is  shown  below: 


o 


o 


y 

5X 

/ 

^ 

/ 

•                 i 

r>J__ 

.--"^ 

? 

^ 

\^ 

0 

— '      '    ^50 

o 


\o 


18   ZO 


JO 


*o 


^o 


eo 


70 


80 


The  figures  on  the  base  line  represent  the  age  of  the  individual.  The  figures  on  the  two  curves  repre- 
sent dollars  -per  month.  The  lower  curve  represents  the  monthly  cost  of  mamfcnanceoith^  mA\vi(!i\i2,\ 
(not  including  that  of  others  dependent  upon  him).  The  upper  curve  represents  his  monthly 
earnings,  which  are  supposed,  in  this  case,  to  begin  at  the  age  of  IS  and  to  end  10  years  before  his 
death. 

From  this  graph  it  may  be  seen  that  an  individual  must  earn 
during  a  part  of  his  life  a  great  deal  more  than  he  spends  during  that 
period  if  he  is  to  be  regarded  as  self-supporting  during  his  entire  life. 
Before  he  becomes  self-supporting,  it  is  evident  that  he  must  be 
supported  by  others.  The  question  may  now  be  raised  as  to  who  is 
called  upon  to  support  a  child  whose  parents  die,  or  an  old  person  who 
has  been  unable  to  save  during  the  prime  of  life  and  has  no  children 
Hving  who  can  support  him.  How  far  does  the  legal  responsibility 
of  those  who  are  next  of  kin  extend  ?  Does  the  moral  responsibility 
extend  further  than  the  legal  responsibility? 

Note  the  relation  of  this  subject  to  preceding  topics  in  the  course. 
Charities  are  necessitated  by  the  inability  or  the  failm*e  of  some 
individuals  to  secure  for  themselves  the  elements  of  welfare,  either 
because  of  defects  or  inefficiency  on  their  own  part,  or  because  of 
imperfections  in  social  organization. 

Causes  of  dependency . — Obtain  from  the  class  all  the  causes  of  which 
they  can  think  which  make  people  dependent.     After  the  class  has 


44  TEACHING   OF   COMMUNITY   CIVICS. 

worked  upon  the  problem,  these  causes  may  be  classified  somewhat 
as  follows: 

1.  Lack  of  employment. 

2.  Insufficient  wages. 

3.  Lack  of  skill. 

4.  Sickuesa. 

5.  Physical  defects,  such  as  blindness,  deafness,  etc. 

6.  Accidents. 

7.  Loss  of  bread-winner  by  death,  desertion,  imprisonment. 

8.  Intemperance. 

9.  Shiftlessness  or  the  desire  to  avoid  work. 
10.  Mental  defects. 

Means  ly  wTiicli  the  community  seeks  to  make  more  people  self- 
supporting,  and  to  provide  for  the  dependent. — The  agencies  relating 
to  each  of  the  causes  of  dependency  mentioned  above  may  be  studied 
somewhat  as  follows : 

What  is  being  done  in  your  community  to  gather  information  regarding  causes  of 
unemployment?  Study  employment  bureaus  and  their  methods,  public  and  private. 
■\Vliat  kind  of  vocational  guidance  is  provided  by  the  schools  and  'otherwise? 

What  are  the  causes  of  insufficient  wages?  What  constitutes  a  living  wage?  Discuss 
minimum  wage  laws. 

WTiat  means  are  being  adopted  to  overcome  lack  of  skill?  Investigate  apprentice^ 
ship  in  your  community.  What  is  being  done  for  vocational  training  in  the  schools? 
In  factories.? 

What  is  being  done  to  provide  better  conditions  for  work,  from  the  standpoint  of 
health?  To  provide  better  living  conditions?  What  are  the  chief  dangers  to  health 
in  the  industries  of  your  community? 

Gather  statistics  regarding  the  extent  of  blindness,  deafness,  and  other  physical 
defects  in  your  community.  Have  the  schools  of  your  community  been  inspected  to 
discover  the  extent  of  such  defects  among  school  children?  If  so,  to  what  extent  are 
they  prevalent?  To  what  extent  are  such  defects  preventable?  What  steps  have 
been  taken  to  prevent  them? 

What  is  being  done  in  your  community  to  prevent  industrial  accidents?  Discuss, 
with  illustrations  where  possible,  safety  devices  in  use  in  mines,  in  transportation, 
in  factories.     Look  up  the  subject  of  workmen's  compensation  laws. 

What  are  the  chief  causes  that  bring  breadwinners  to  prison?  What  is  being  done 
to  remove  these  causes?  ^Vbat  is  being  done  toward  having  a  part  of  the  earnings  of 
prisoners  go  to  the  support  of  their  families? 

To  what  extent  is  poverty  due  to  intemperance?  To  what  extent  is  intemiierance 
due  to  bad  living  conditions  and  overwork?    To  lack  of  proper  recreation  facilities? 

Discuss  the  question  of  indiscriminate  almsgiving. 

What  is  being  done  in  the  schools  for  mentally  backward  children? 

Relief  of  dependents. — In  the  discussion  of  relief  for  those  who  are 
now  dependent,  distmction  should  be  made  between  outdoor  and 
indoor  relief.  How  and  to  whom  does  your  community  give  outdoor 
relief  ?  What  institutions  are  there  m  your  community  for  the  care 
of  dependents?  What  institutions  are  there  m  the  State  or  Nation 
to  which  dependents  from  your  community  may  be  sent?  The 
following  questions  are  only  suggestions: 


TREATMENT   OF    THE    ELEMENTS    OF    WELFARE.  45 

Institutions  for  orphans. — To  what  extent  do  they  provide  a  home  atmosphere? 
What  could  be  done  to  improve  them  in  this  respect?  Do  they  offer  education  and 
training  that  will  make  the  children  independent  when  they  leave?  Do  the  children 
have  adequate  playgrounds?  Are  many  of  the  children  taken  from  tlie  institutions 
to  be  adopted?    Report  on  methods  used  in  placing  children  in  families. 

Hospitals. — Do  people  generally  get  better  care  at  a  hospital  than  at  home?  'V^Tiy? 
What  people  should  pay  for  their  care  at  a  hospital?  Are  there  free  beds?  By  whom 
and  for  whom  established?  Is  it  desirable  for  a  small  community  to  have  a  hospital 
of  its  own?  Why?  "VVTiy  are  ambulances  necessary?  Wliat  provision  is  made  for 
the  immediate  care  of  emergency  cases? 

Homes  for  the  aged.— Are  there  homes  in  your  community  for  the  care  of  the  aged 
of  certain  denominations,  professions,  fraternal  orders,  or  other  special  groups?  A^^iat 
provision  does  the  town  make  for  old  people  who  are  not  pro\dded  for  by  any  of  these 
special  institutions?  Are  some  old  people  "boarded  out"  instead  of  being  main- 
tained in  an  institution  or  "poor  farm?"  What  are  the  relative  advantages  of  the 
two  methods?    What  names  are  now  used  instead  of  the  term  "poorhouse?"    Why? 

Care  of  the  crippled. — Do  the  railroads  or  other  industries  attempt  to  provide  employ- 
ment for  those  who  are  crippled  in  their  sendee?  If  not,  do  they  give  compensation 
to  those  who  are  crippled  in  their  employ?  Investigate  the  question  of  employer's 
liability. 

Those  tvho  ask  for  aid. — Do  you  ever  have  anyone  come  to  your  doer  to  ask  for  food 
or  lodging?  How  can  you  find  out  whether  such  a  person  would  be  benefited  by 
receiving  the  thing  for  which  he  asks?  Have  you  a  charity  organization  society  or 
any  other  society  whose  business  it  is  to  investigate  the  needs  of  those  who  ask  for  aid? 
Make  a  report  on  the  methods  and  purposes  of  a  charity  organization  society.  How 
may  churches  and  individuals  cooperate  with  the  charity  organization  society? 
Do  you  have  any  street  beggars  in  your  community?  Can  you  find  out  how  much 
some  of  these  people  make  by  their  lieggiug?  If  they  ha^'O  pencils  or  shoestrings  for 
Bale,  does  this  remove  them  from  the  beggar  class?  Is  a  person  who  has  a  first-class 
hurdy-gurdy  a  beggar?    AVliy? 

Some  of  the  important  agencies  imder  this  topic  have  been  referred 
to  above: 

LIST    OP   AGENCIES. 

Local  and  State  institutions  for  dependents  and  defectives. 

City  and  State  departments  of  charities. 

Charity  organization  societies. 

Voluntary  charitable  organizations. 

Churches. 

Fraternal  organizations. 

Settlements. 

Relief  and  social  service  departments  of  business  corporations. 

Schools  of  philanthropy. 

Philanthropic  foundations. 

Labor  unions. 

Employment  bureaus. 

Responsibility  of  the  citizen. — The  danger  of  iudiscrunmato  giving 
that  only  pauperizes  the  recipient  should  be  impressed  on  the  pupils. 
On  the  other  hand,  the  duty  to  join  actively  with  those  forces  that 
are  trymg  to  attack  these  problems  constructively  should  be  as  em- 
phatically presented. 


i/d  TEACHING   OF    COMMUNITY   CIVICS. 

The  following  books  will  be  of  assistance  in  acquiring  an  under 
standing  of  the  problems  of  charities: 

Keeder:        How  Ttvo  Hundred  Children  Live  and  Learn. 
Flint:  Tramping  with  Tramps. 

Devine:         The  Practice  of  Charity . 
Richmond :  The  Good  Neighbor. 

Friendly  Visiting  Among  the  Poor. 
Conyngton:  How  to  Help. 

The  Survey  is  an  invaluable  weekly  periodical. 

TOPIC  XI.— CORRECTION. 

Approach  to  the  topic. — The  study  of  community  civics  to  this 
pomt  should  have  made  clear  the  necessity  for  order  in  the  com- 
mmiity.  That  is,  there  must  be  rules  and  regidations  to  which  all 
must  conform,  if  community  life  is  to  run  smoothly,  and  if  the 
interests  of  each  citizen  are  to  be  safeguarded. 

If  a  few  people  want  to  pass  a  given  point  at  the  same  time,  it  is 
usually  accomplished  in  perfect  order  (if  the  people  are  polite)  by 
observing  common  rules  of  etiquette.  In  a  crowded  thorouglifare, 
rules  of  etiquette  are  hardly  sufficient,  and  it  becomes  necessary  to 
have  regulations  which  may  be  enforced  by  the  traffic  policeman. 
He  sunply  represents  the  interests  of  the  whole  community,  as  against 
possible  selfish  interests  of  individuals.  Freedom  of  movement  in 
a  crowded  street  can  only  be  secured  if  all  trafiic  conforms  to  the 
regulations.  Liberty  does  not  mean  the  right  to  do  absolutely  as 
one  pleases;  for  if  A  does  absolutely  as  he  pleases,  he  may  prevent 
B  from  domg  what  he  pleases.  Only  by  yieldmg  somewhat,  each 
to  the  other,  can  either  have  a  maximum  of  freedom,  A  free  com- 
munity is  one  in  which  a  maximum  of  liberty  is  secured  to  aU  members. 

This  idea  may  be  illustrated  by  the  rules  which  control  a  ball 
game,  in  which  each  mdividual  must  in  a  measure  merge  his  identity 
and  his  will  into  those  of  the  team  as  a  whole.  It  may  also  be  illus- 
trated by  the  rules  of  order  in  a  business  meeting;  or  by  the  written 
or  unwritten  regulations  for  the  control  of  a  school.  So  m  every 
phase  of  commimity  life  studied  m  this  course,  the  necessity  for 
order  must  have  become  apparent.  It  may  be  well  to  review  briefly, 
from  this,  point  of  view,  some  of  the  preceding  topics,  such  as  health, 
protection  of  property,  accident  prevention. 

There  are  always  some,  however,  who  for  one  reason  or  another 
do  not  conform  to  the  rules  which  the  community  as  a  whole  has 
agreed  upon.  Such  individuals  or  groups  of  individuals  are  a  source 
of  disorder  and  threaten  the  rights  of  others.  The  question  there- 
fore arises.  What  should  the  community  do  with  such  individuals  ? 

The  old  rule,  "An  eye  for  an  eye;  a  tooth  for  a  tooth,"  represents 
the  ancient  attitude  of  the  community  toward  the- offender.     Ven- 


TREATMENT   OF    THE   ELEMENTS   OF   WELFARE.  47 

geance  must  be  had.  Not  only  must  punishment  be  given,  but  pun- 
ishment in  kind — and  a  little  worse,  if  anything,  than  the  original 
offense.  Until  very  recently  the  idea  of  punishment  predominated 
in  the  treatment  of  offenders  against  the  order  of  the  community. 
GL/et  the  pupils  investigate  the  punishment  of  criminals  in  colonial 
times,  for  example.) 

Pimishment  still  holds  a  prominent  place  in  the  treatment  of 
offenders  agamst  the  law;  but  the  tendency  now  is  more  and  more 
to  try  to  transform  the  offender  mto  an  orderly  and  efficient  mem- 
ber of  the  commimity.  Punishment  may  still  be  necessary  in  many 
cases,  but  it  is  losing  its  vengeful  character  and  is  becoming  more 
and  more  correctional  and  preventive. 

Means  of  correction.— With  an  understanding  of  the  attitude 
toward  offenders  against  law  and  order  (criminals  and  delmquents) 
described  above,  the  object  should  now  be  to  discover  the  means  by 
which  and  the  extent  to  which  the  local  community,  the  State,  and 
the  Nation  are  seeking  to  prevent  crime  and  to  make  useful  citizens 
out  of  those  who  would  otherwise  be  obstacles  to  individual  and 
community  welfare.  Such  topics  as  the  following  may  be  worked 
out: 

^^^lat  policy  is  followed  in  the  treatment  of  offenders  against  the  order  of  your 
school?  To  what  extent  is  corporal  punishment  practiced?  Under  Avhat  condi- 
tions is  it  justifiable?  Are  there  special  classes  or  schools  for  chronic  offenders  or 
"incorrigibles"  in  your  school  system?  How  does  the  treatment  of  pupils  in  such 
classes  or  schools  differ  from  that  in  regular  classes?  How  far  does  this  difference 
m  treatment  imply  something  wrong  with  the  regular  school  methods  rather  than 
with  the  offending  pupils  themselves?  Discuss  pupil  participation  in  school  gov- 
ernment in  its  relation  to  school  discipline. 

"What  is  likely  to  be  the  effect  of  treating  a  youthful  first  offender  as  if  he  were  a 
real  criminal?  Discuss  the  evils  of  imprisonment  of  such  youthful  offenders  along 
with  older  criminals  and  of  subjecting  them  to  public  trial  in  open  court.  "What 
means  have  been  adopted  in  your  community  to  prevent  first  offenders  from  con- 
tinuing a  criminal  course?  Is  your  community  doing  as  much  as  other  communi- 
ties in  this  respect?  "What  relation  have  compulsory  school-attendance  regulations 
to  the  prevention  of  delinquency? 

W%at  are  the  principal  causes  of  crime  in  your  local  community  and  State?  To 
what  extent  are  they  inherent  in  the  individual  criminal;  to  what  "extent  in  exist- 
ing social  conditions?  "V^Tiat  are  your  local  community  and  your  State  doing  to 
remove  both  kinds  of  causes? 

To  what  extent  is  the  treatment  of  prisoners  in  the  local  jails  and  State  prisons 
punitive  and  to  what  extent  correctional?  In  what  ways  should  the  conditions  in 
your  local  jails  be  improved? 

LIST   OF   AGENCIES. 

Rules  and  laws: 

School  regulations. 
Local  ordinances. 
State  laws. 
National  laws. 


48  TEACHING   OF    COMMUNITY   CIVICS. 

Agencies  for  law  enforcement: 

Machineiy  of  school  administration  and  discipline. 

Parental,  truant,  and  special  schools. 

Reform  schools  and  reformatories. 

Jails  and  prisons. 

Labor  colonies. 

Juvenile  courts. 

Courts  for  adults. 

Probation  and  parole. 

Prison-reform  associations. 

Responsibility  of  the  citizen. — Obtain  copies  of  the  local  ordinances 
that  are  most  often  broken,  such  as  those  relating  to  playing  ball  on 
the  street,  throwing  snowballs,  care  of  rubbish,  or  regulation  of 
traffic.  Let  the  class  study  these,  explam  their  meanmg,  and  find 
out  exactly  how  they  may  help  in  the  enforcement  of  these  laws. 

The  good  citizen  will  be  careful  to  take  the  right  attitude  toward 
those  who  are  accused  of  having  broken  the  law.  In  the  first  place 
he  will  not  jump  to  the  conclusion  that  a  person  is  guilty  until  he 
has  been  proven  so.  In  the  second  place  he  will  be  anxious  to 
understand  the  causes  or  motives  that  have  led  to  the  wrongdoing 
and,  although  he  may  not  condone  the  wrongdoing,  he  wiU  be  char- 
itable m  his  judgment;  and,  finally,  in  his  attitude  toward  any  who 
have  served  imprisonment  he  will  be  willing  to  give  a  helping  hand. 

TOPIC  Xn.— HOW  GOVERNMENTAL  AGENCIES  ARE  CONDUCTED. 

Approach  to  the  topic. — Throughout  the  course  that  has  preceded, 
constant  reference  has  been  made  to  the  part  played  by  govern- 
mental agencies — ^local,  State,  and  National — in  securing  to  the  citi- 
zens of  communities  the  various  elements  of  welfare.  It  is  now  time 
to  organize  the  pupils'  knowledge  of  these  agencies  more  systemati- 
cally. Time  will  probably  not  permit  an  exhaustive  technical  study 
of  the  mechanism  of  government  m  all  its  detail;  nor,  indeed,  is  such 
study  desirable  in  this  course.  The  aims  should  rather  be  to  fix  the 
conception  of  government  as  a  means  by  which  the  entire  community 
may  cooperate;  to  show  how  the  citizens  do  cooperate  in  the  work 
of  governing;  to  leave  with  the  pupil  a  clear  view  of  the  essential 
functions  of  government  and  a  broad  knowledge  of  the  main  features 
of  its  organization;  and  to  stimulate  a  desii'e  to  know  more  about  it. 
The  changing  character  of  our  Government  to  meet  new  conditions 
should  be  emphasized. 

Means  hy  which  the  community  governs  itself. — After  reviewing,  on 
the  basis  of  the  preceding  topics,  the  necessity  and  purposes  of 
government,  the  foUowuig  topics  relatmg  to  the  organization  and 
methods  of  self-government  may  be  studied  briefly: 


TREATMENT   OF   THE   ELEMENTS  OF   WELFARE.  49 

LIST   OF  AGENCIES. 

Direct  self-government. — The  to-wn  meeting.  National  and  State  constitutions  as 
representing  the  direct  will  of  the  people.  Recent  development  of  the  initiative, 
referendum,  and  recall. 

Representative  self-government. — Reasons  for.  Methods  of  representation.  Pro- 
portional representation. 

Division  of  governing  powers.— J^oc2\,  State,  National.  Reason  for  such,  division. 
Relations  between  State  and  local;  between  State  and  National. 

Separation  of  powers. — Legislative,  executive,  judicial.  Reasons  for.  Degree  of 
separation  in  National,  State,  county,  and  city  governments.     Checks  and  balances. 

Selection  of  representatives. — The  suffrage.  Nominations:  Conventions,  direct 
primaries,  preferential  primaries.  Elections;  Party  system,  short  ballot.  The  civil 
pervice,  civil  service  reform,  machine  politics. 

General  organization  of  government. — Local  (township,  county,  village,  or  city). 
State,  National. 

Res2)onsihility  of  the  citizen. — Responsibility  of  voters;  of  nonvoters. 
Civic  education.  Difference  between  education  for  public  service  as 
a  career  and  the  civic  education  of  the  lay  citizen.  See  Part  I, 
p.  16,  for  distinction  between  the  responsibility  of  the  citizen  and 
that  of  the  official  as  such.  The  necessity  for  obedience  from  the 
point  of  view  of  government  as  a  means  of  cooperation.  Responsi- 
bility for  business  methods  in  government. 

TOPIC  Xm.— HOW  GOVERNMENTAL  AGENCIES  ARE  FINANCED. 

Approach  to  the  topic. — The  governmental  agencies  which  protect 
the  rights  of  the  citizen  and  maintain  order  in  the  community  cost 
a  great  deal.  They  must  be  paid  for  by  the  people,  whose  interests 
they  serve.     The  following  topics  may  be  investigated: 


LIST  OF  AGENCIES. 


Sources  of  revenue. 
Methods  of  taxation: 

Budget  making. 

Appropriations. 

Assessment. 

Equalization. 

Exemptions. 

Imports  and  excises. 


Methods  of  checking  expenditures: 

Reports. 

Audits. 

Budget  exhibits. 
Methods  of  borrowing  money. 


Responsibility  of  the  citizen. — The  subjects  of  evasion  of  taxes, 
extravagance  and  inefficiency  in  the  expenditure  of  the  people's 
money,  and  ignorance  on  the  part  of  citizens  regarding  the  way  in 
which  their  money  is  spent  and  the  returns  they  are  gcttmg  for  it, 
are  among  those  that  may  be  discussed. 


50 


TEACHING   OF   COMMUNITY    CIVICS. 


TOPIC  XIV.— HOW  VOLUNTARY  AGENCIES  ARE  CONDUCTED  AND 

FINANCED. 

So  much  money  is  spent  and  so  much  community  service  is  per- 
formed by  volmitary  agencies  that  it  is  worth  while  to  examine  the 
methods  by  which  typical  agencies  of  this  kind  are  organized,  con- 
ducted, and  fuianced.  Voluntary,  agencies  are  so  numerous  that  it 
is  impossible  to  give  a  comprehensive  list,  but  such  as  the  following 
are  typical  and  worthy  of  study: 

LIST   OF  AGENCIES. 


A  child-labor  organization. 

A  humane  society. 

A  bureau  of  municipal  research. 

A  consumers'  league. 

A  local  newspaper. 


A  private  hospital. 

A  playground  association. 

A  church. 

A  charity  organization  society. 

A  social  settlement. 

A  boaid  of  trade  or  chamber  of  commerce. 

Responsihility  of  the  citizen. — Not  only  the  question  of  the  respon- 
sibihty  of  the  citizen  for  cooperation  with  worthy  voluntary  agencies 
may  be  discussed,  but  also  such  questions  as  whether  these  organiza- 
tions have  a  similar  obhgation  to  that  of  governmental  agencies  for 
economy  and  efficiency,  and  for  accounting  to  the  public  for  work 
accomplished  and  money  spent. 


PART  III. 
BIBLIOGRAPHICAL  SUGGESTIONS. 


TEXTBOOKS. 


It  lias  been  attempted  in  this  manual  to  explain  the  scope  and 
method  of  community  civics.  It  is  clear  that  the  object  of  study  is 
the  real  community  and  the  real  relations  of  each  citizen  to  his  own 
community  life.  Nevertheless,  a  textbook  in  the  hands  of  the  class 
will  be  invaluable,  provided  it  is  of  the  right  kind  and  is  used  in  the 
right  way. 

A  textbook  should  not  be  selected  nor  used  merely  as  a  reservoir 
of  facts  for  the  pupil's  study.  Its  primary  purpose  should  be  to  guide 
the  pupil  in  his  search  for,  and  observation  of,  the  facts  of  his  own 
community  life,  to  help  him  to  organize  his  knowledge,  and  to  inter- 
pret the  facts  and  relations  which  he  discovers  outside  of  the  book. 
It  should  help  and  not  hinder  teacher  and  pupils  to  maintain  the 
point  of  view  and  spirit  of  community  civics  and,  somewhat  para- 
doxically, direct  attention  away  from  the  book  itself.  Textbooks  that 
approximate  this  ideal  are  not  numerous,  but  the  considerations 
mentioned  should  be  among  those  that  determine  a  selection. 

SOURCE  MATERIALS. 

The  kind  of  facts  needed  are  concrete  and  particular  facts  about 
the  commimity  which  the  class  is  studying.  A  good  deal  of  such 
information  can  be  gathered  by  direct  observation  and  by  inquiry  of 
parents  and  acquaintances.  But,  manifestly,  information  gathered 
by  this  means  alone  would  be  incomplete,  superficial,  and  inaccurate. 

The  most  useful  sources  of  information  and  material  regarding  the 
local  community  are  the  local  newspapers,  reports  issued  by  the 
various  departments  of  the  local  government,  and  reports  of  local 
voluntary  agencies,  such  as  boards  of  trade,  charitable  and  civic 
organizations,  bureaus  of  municipal  research,  etc.  In  many  com- 
munities there  are  local  histories  and  publications  by  local  historical 
societies.  Such  material  is  usually  poorly  organized  for  the  uses  of 
community  civics,  but  it  affords  important  data  to  be  woven  into  the 
work  of  the  class. 

For  correspondmg  data  relatuig  to  the  State  or  national  commu- 
nities there  arc  reports  and  bulletins  issued  by  States  and  the  National 

51 


52  TEACHING   OF    COMMUNITY    CIVICS. 

Government;  also  newspapers  and  periodicals,  and  the  reports  and 
other  publications  of  voluntary  organizations  of  State-wide  or  national 
scope. 

Many  of  the  weekly  and  monthly  periodicals  contain  appropriate 
material.     The  following  list  is  representative: 

The  American  City.     Monthly.     87  Nassau  Street,  New  York,  $2  a  year.    Both, 

a  city  edition  and  a  town  and  county  edition  are  issued  each  month. 
The  Survey.    Weekly.     105  East  Twenty-second  Street,  New  York,  $3  a  year. 
The  World's  Work.    Monthly.     Garden  City,  New  York,  $3  a  year. 
Literary  Digest.    Weekly.    354  Fourth  Avenue,  New  York,  $3  a  year. 
Current  Opinion.    Monthly.     134  West  Twenty-ninth  Street,  New  York,  $3  a  year. 
The  Outlook.     Weekly.     105  East  Twenty-second  Street,  New  York,  $3  a  year. 

Newark,  N.  J.,  has  set  an  example  in  the  pubhcation  of  material 

relating  to  local  history  and  civic  life  for  the  use  of  the  schools.    This 

has  been  done  through  the  cooperation  of  the  public  library  and  the 

school  board.     (See  "The  Study  of  a  City  in  the  Schools  of  that 

City,"  by  J.  C.  Dana,  Pedagogical  Semmary,  18:329-335.)     Other 

commmiities  are  doing  similar  work  thi-ough  other  agencies.     It  will 

often  be  found  possible  to  enhst  the  cooperation  of  libraries  and  other 

agencies  outside  of  the  schools  in  preparing  and  pubhshing  valuable 

material  of  this  kind. 

REFERENCE  TEXTS. 

There  should  be  available  for  reference  in  every  class  copies  of 
various  standard  texts  on  civics  or  government  other  than  the  one  in 
regular  use  by  the  class.  Such  books  are  numerous  and  varied  in 
kind.  Some  relate  particularly  to  city  problems  and  government; 
others  treat  principally  of  the  National  Government.  Many  of  them 
deal  chiefly  with  the  organization  and  operations  of  government. 
Some  of  the  more  recent  subordinate  such  information  to  a  discussion 
of  civic  and  social  problems.  It  is  not  intended  in  community 
civics  that  the  mechanism  of  government  be  entered  into  in  great 
detail,  but  it  is  sometimes  necessary  to  trace  out  such  facts. 

Fm-ther,  it  is  always  desirable  to  compare  the  point  of  view  of  dif- 
ferent authors  and  to  compare  what  actually  exists  in  the  pupils' 
community  with  what  various  authors  think  ought  to  exist  or  with 
what  does  exist  in  other  communities. 

It  should  always  be  the  effort,  however,  to  treat  such  book  informa- 
tion as  supplementary  to  first-hand  information  acqmred  by  observa- 
tion or  from  original  sources. 

For  the  teacher  who  wishes  to  ground  herself  more  thoroughly  in 
the  theor}^  and  practice  of  government  in  its  various  aspects,  or  in 
economic  and  social  problems,  there  is  an  abundance  of  literature  of 
both  general  and  special  character.  The  more  of  such  literature  the 
teacher  of  civics  can  master,  the  better  will  she  be  prepared  profes- 


BIBLIOGRAPHICAL   SUGGESTIONS.  53 

sionally  for  her  work.  But  these  treatises  on  various  phases  of 
poUtical  science,  economics,  and  sociology  have  Httle  direct  bearing 
on  the  methods  of  community  civics.  It  has  therefore  not  seemed 
appropriate  to  append  to  this  manual  a  list  of  such  titles. 

Of  even  greater  importance  than  these,  to  the  teacher  of  community 
civics,  are  books  and  articles  dealing  directly  with  the  several  topics 
treated  in  Part  II  of  this  manual — public  health,  charities,  immigra- 
tion, good  roads,  conservation,  etc.  Some  of  this  literature  is  also 
adapted  for  reference  by  children.  It  has  not  been  possible  to  pre- 
pare a  selected  list  of  references  relating  to  the  topics  of  Part  II  in 
time  for  publication  in  this  manual.  Such  references  may  be  found 
in  some  of  the  textbooks.  It  is  hoped  that  a  special  committee  wiU 
soon  prepare  for  publication  a  comprehensive  bibliography  for  the 
guidance  of  high-school  teachers  of  the  social  studies.  Meanwhile, 
it  is  suggested  that  for  titles  not  available  through  libraries  and  other 
local  channels  teachers  write  to  their  State  universities  or  State 
libraries  w^ith  as  definite  a  statement  as  possible  as  to  the  kind  of 
material  wanted. 

LABORATORY  MATERIAL. 

It  is  desirable  to  assemble  a  permanent  collection  of  working  mate- 
rial, which  may  be  augmented  and  revised  from  year  to  year  by  the 
work  of  successive  classes.     Such  laboratory  material  may  include: 

Laws  and  ordinances. — Federal  and  State  constitutions;  city  charter,  and  charters  of 
other  cities;  State  laws  and  city  ordinances. 

Reports  and  documents. — Town  reports;  mayors'  messages  and  reports;  reports  of 
municipal  departments;  reports  and  bulletins  of  National  and  State  Governments; 
reports  of  voluntary  organizations. 

Specimen  forms. — Licenses,  permits,  contracts,  franchises,  tax-assessment  lists,  tax 
receipts,  ballots,  petitions,  etc.    Also  forms  used  by  voluntary  agencies. 

Plans  and  models. — Showing  present  or  proposed  public  works,  such  as  city  plans; 
park,  boulevard,  and  street  improvements;  model  tenements;  docks;  water  and 
sewage  plants;  street  lighting;  grade-crossing  improvements;  public  buildings. 

Maps. — Maps  should  be  made  and  used  freely.  Inexpensive  outline  maps  of  the  city, 
town,  or  county  should  be  used  for  marking  in  various  features,  such  as  traction 
lines;  grade  and  elevated  railroad  crossings;  fire-alarm  boxes;  school  buildings;  play- 
grounds; parks;  industrial  sections;  and  any  other  features  that  can  be  shown  on 
maps.  Maps  of  the  State  may  be  used  in  a  similar  manner  to  show  transportation 
lines,  industrial  centers,  location  of  State  institutions,  etc. 

Pictures  and  lantern  slides. — Lantern  slides  representing  civic  activities,  industrial 
activities,  city  plans,  public  buildings,  etc.,  arc  extremely  useful.  Loan  collec- 
tions of  slides  are  to  be  had  at  very  slight  expense.  The  American  Civic  Associa- 
tion, Union  Trust  Building,  Washington,  D.  C,  has  a  large  number  of  slides  cover- 
ing a  wide  range  of  subjects,  the  use  of  which  may  be  secured  at  nominal  cost. 
State  universities  sometimes  make  available  collections  of  slides.  Collections  of 
photographs  and  illustrations  clipped  from  periodicals  for  a  comparison  of  different 
communities  are  also  useful. 

Charts  and  graphs. — Facts  relating  to  many  phases  of  civic  life  may  be  made  vivid  by 
the  use  of  charts,  graphs,  diagrams,  etc. 


54  TEACHING   OF    COMMUNITY   CIVICS. 

Pupils  should  make  their  own  collections  as  far  as  possible.  They 
may  write  letters  of  request  to  public  officials,  voluntary  organiza- 
tions, and  business  establishments  for  reports  and  other  publications 
and  illustrative  material  and  acknowledge  receipt  of  the  same.  If 
they  can  not  bring  in  every  magazine  article  that  they  see  bearing  on 
their  work,  they  may  at  least  furnish  the  references  in  correct  form. 
They  can  make  newspaper  clippings,  which  should  be  classified  and 
arranged  in  convenient  form  for  reference.  Pictures  may  be  collected 
and  arranged  in  the  same  way.     Maps  and  charts  may  be  made. 

Exhibits  may  sometimes  be  prepared  by  the  civics  classes  to  which 
the  entire  school  and  parents  may  be  invited.  Such  exhibits  may 
represent  comprehensively  the  civic  life  of  a  neighborhood  or  some 
one  important  phase  of  the  civic  life  of  the  entire  community.  Pupils 
of  the  HaiTison  Technical  High  School,  of  Chicago,  in  cooperation 
with  agencies  outside  of  the  school,  recently  prepared  a  neighborhood 
public  health  exhibit  which  was  visited  by  33,000  people  in  10  days. 

Many  groups  of  picked  boys  and  girls,  with  the  aid  of  principal  and  teachers,  got 
statistics  and  information  downtown  and  at  home  about  their  neighborhood,  enlarged 
maps,  made  diagrams,  photographed  institutions  and  lettered  and  mounted  the  panels, 
or  served  as  guides  and  interpreters,  ushers,  and  in  features  of  the  evening  program,  thus 
helping  the  school  educate  the  surrounding  community  on  its  own  public  health  con- 
ditions. 

REFERENCES  ON  METHOD, 

Community  civics  is  a  new  subject  with  new  methods.  The  litera- 
ture on  the  subject  is  limited.  The  following  references  are  given  in 
the  belief  that  they  will  be  helpful  to  the  teacher  in  acquiring  the 
point  of  view,  the  spirit,  and  the  method  of  the  subject: 

United  States  Bureau  of  Education: 

Civic  Education  Series  (mimeographed  circulars) — 
No.  1.  Community  civics:  What  it  is. 
No.  2.  Training  for  citizenship :  What  it  means. 
Nos.  4-8.  Abstract  of  the  1914  report  of  the  N.E.A.  committee  on  social 

studies,  not  otherwise  published. 
No.  8.  Standards  for  judging  civic  education. 
Annual  Report  of  the    United    States  Commissioner  of  Education,   1914,  Ch. 
XVIII,  "The  trend  of  civic  education,"  by  Arthur  W.  Dunn.     (Also  reprinted 
in  pamphlet  form.) 
Bulletin,  1915,  No.  17,  "Civic  education  in  elementary  schools  as  illustrated  in 

Indianapolis,"  by  Arthur  W.  Dunn. 
Bulletin,  1913,  No.  41,  pages  16-27,  Report  of  the  Committee  on  Social  Studies  of 
the  National  Education  Association,  1913. 
Barnard,  J.  Lynn:  The  teaching  of  civics  in  elementary  and  secondary  schools.     Pro- 
ceedings, National  Education  Association,  1913. 
Barnard,  J.  Lynn:  A  practice  school  course  in  civics.     National  Municipal  Review, 

Vol.  I,  No.  2. 
Cabot,  Ella  Lyman,  and  others:  A  course  in  citizenship.     Houghton  M'fflin  Co. 
Dana,  John  Cotton:  The  study  of  a  city  in  the  schools  of  that  cit.v     Pfidagogical  Sem- 
inary, 18:  329-335. 


BIBLIOGRAPHICAL   SUGGESTIONS.  55 

Dewey,   John:  Ethical   principles   underlying   education.     University   of   Chicago 

Press. 
Dunn,  Arthur  W. :  Aims  and  methods.     Introduction  for  teachers  in  The  Community 

and  the  Citizen  (revised  edition).     D.  C.  Heath  &  Co. 
Gillette,  J.  M. :  An  outline  of  social  study  for  elementary  schools.     American  Journal 

of  Sociology,  19:  491-509. 
Goodwin,  Frank  P.:  Why  teach  community  civics?    Ohio  Educational  Monthly,  59: 

415-420. 
Hill,  Mabel:  The  teaching  of  civics.     Houghton  Mifflin  Co. 
Kendall,  C.  N.,  and  Mirick,  George  A.:  How  to  teach  the  fundamental  subjects,  ch, 

iv,  "Civics."     In  press.     Houghton  Mifflin  Co. 
King,  Irving:  Education  for  social  efficiency.     Appleton. 
The  social  aspects  of  education.     Appleton. 
Lewis,  W.  D.:  Democracy's  high  school.     Houghton  Mifflin  Co. 

Orr,  WQliam:  The  high  school  and  the  civic  spirit.     Journal  of  Pedagogy,  18:  88-99. 
Sheppard,  James  J.:  Municipal  civics  in  elementary  and  high  schools.     Journal  of 

Education,  71:  96-97,  102,  132-133. 
Yerkes,  Helen  K.:  Civics  in  elementary  schools.    Atlantic  Educational  Journal,  7: 

222-223,  300-301,  367-369. 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION. 

[Note.— With  the  exceptions  indicated,  the  documents  named  below  will  be  sent  free  of  charge  upon 
application  to  the  Commissioner  of  Education,  Washington,  D.  C.  Those  marked  with  an  asterisk  (*) 
are  no  longer  available  for  free  distribution,  but  may  be  had  of  the  Superintendent  of  Documents,  Govern- 
ment Printing  Office,  Washington,  D.  C,  upon  payment  of  the  price  stated.  Remittances  should  be  made 
in  coin,  currency,  or  money  ordir.    Stamps  are  not  accepted.    Numbers  omitted  are  out  of  print.] 

1906. 

*No.  3.  State  school  systems:  Legislation  and  judicial  decisions  relating  to  public  education,  Oct.  1, 1904, 
to  Oct.  1,1906.    Edward  C.  Elliott.    15  cts. 

1908. 

*No.  5.  Education  in  Formosa.    Julean  n.  Arnold.    10  cts. 

*No.  6.  The  apprenticeship  system  in  its  relation  to  industrial  education.    Carroll  D.  Wright.    IS  ots. 

1909. 

*No.  1.  Facilities  for  study  and  research  in  the  offices  of  the  United  States  Government  in  Washington. 

Arthur  T.  Hadley.    10  cts. 
*No.  2.  Admission  of  Chinese  students  to  American  colleges.    John  Fryer.    25  cts. 
*No.  3.  Daily  meals  of  school  children.    Caroline  L.  Hunt.    10  cts. 
No.  5.  Statistics  of  public,  society,  and  school  libraries  m  1908. 
*No.  6.  Instruction  in  the  fine  and  manual  arts  in  the  United  States.    A  statistical  monograph.    Henry 

T.  Bailey.    15  cts. 
No.  7.  Index  to  the  Reports  of  the  Commissioner  of  Education,  1S67-1907. 
*No.  8.  A  teacher's  professional  library.    Classified  list  of  100  titles.    5  cts. 
*No.  9.  Bibliography  of  education  for  1908-9.    10  cts. 
No.  10.  Education  for  efficiency  in  raUroad  service.    J.  Shirley  Eaton. 

*No.  11.  Statistics  of  State  universities  and  other  institutions  of  higher  education  partially  supported  by 
the  State,  1908-9.    5  cts. 

1910. 

*No.  1.  The  movement  for  reform  in  the  teaching  of  religion  in  the  public  schools  of  Saxony.    Arley  B. 

Show.    5  cts. 
No.  2.  State  school  systems:  III.  Legislation  and  judicial  decisions  relating  to  public  education.    Oct. 

1, 1908,  to  Oct.  1, 1909.    Edward  C.  Elliott. 
*No.  5.  American  schoolhouses.    Fletcher  B.  Dresslar.    75  cts. 

1911. 

*No.  1.  Bibliography  of  science  teaching.    Sets. 

*No.  2.  Opportunities  for  graduate  study  in  agriculture  in  the  United  States.    A.  C.  Monahan.    Sets. 

*No.  3.  Agencies  for  the  improvement  of  teachers  in  service.    William  C.  Ruediger.    15  cts. 

*No.  4.  Report  of  the  commission  appointed  to  study  the  system  of  education  in  the  public  schools  of 

Baltimore.    10  cts. 
*No.  5.  Age  and  grade  census  of  schools  and  colleges.    George  D.  Strayer.    10  cts. 
*No.  6.  Graduate  work  in  mathematics  in  universities  and  in  other  institutions  of  like  grade  in  the  United 

States.    5  cts. 
No.  9.  Mathematics  in  the  technological  schools  of  collegiate  grade  in  the  United  States. 
*No.  13.  Mathematics  in  the  elementary  schools  of  the  United  States.    15  cts. 
*No.  14.  Provision  for  exceptional  children  in  the  public  schools.    J.  H.  Van  Sickle,  Lightner  Witmer, 

and  Leonard  P.  Awes.    10  cts. 
*No.  15.  Educational  system  of  China  as  recently  reconstructed.    Harry  E.  King.    10  cts. 
No.  19.  Statistics  of  State  imiversities  and  other  institutions  of  higher  education  partially  suppwted  by 
the  State,  1910-11. 

1912. 

*Ng.  1.  A  course  of  study  for  the  preparation  of  rural-school  teachers.    F.  Mutchler  and  W.  J.  Craig.    5  cts. 

*No.  3.  Report  of  committee  on  uniform  records  and  reports.    5  cts. 

*No.  4.  Mathematics  in  technical  secondary  schools  in  the  United  States.    5  cts. 

*No.  5.  A  study  of  expenses  of  city  school  systems.     Harlan  UpdegrafT.    10  cts. 

*No.  6.  Agricultural  education  in  secondary  schools.    10  cts. 


n  BULLETIN   OF   THE   BUKEAU   OF   EDUCATION. 

*No.  7.  Educational  status  of  nursing.    M.  Adelaide  Nutting.    10  cts. 

♦No.  8.  Peace  day.    Fannie  P'ern  Andrews.    Sets.    [Later  publication,  1913,  No.  12.    10cts.| 
*No.  9.  Country  schools  for  city  boj's.    William  S.  Myers.    10  cts. 
*No.  13.  Influences  tending  to  improve  the  work  of  the  teacher  of  mathematics.    5  cts. 
*No.  14.  Report  of  the  American  commissioners  of  the  international  commission  on  the  teaching  of  mathe- 
matics.   10  cts. 
*No.  17.  The  Montessori  system  of  education.    Anna  T.  Smith.    5  cts. 
*No.  18.  Teaching  language  through  agricultiu-e  and  domestic  science.    M.  A.  Leiper.    5  cts. 
*No.  19.  Professional  distribution  of  college  and  university  graduates.    Bailey  B.  Burritt.    10  cts. 

No.  22.  Public  and  private  high  schools. 
*No.  23.  Special  collections  in  libraries  in  the  United  States.    W.  17 .  Johnston  and  I.  G.  Mudge.    10  cts. 

No.  27.  History  of  public-school  education  in  Arkansas.    Stephen  B.  Weeks. 
*No.  28.  Cultivating  school  grounds  in  Wake  County,  N.  C.    Zebulon  Judd.    5  cts. 

No.  29.  Bibliography  of  the  teaching  of  mathematics,  1900-1912.    D.  E.  Smith  and  Chas.  Goldziher. 

No.  30.  Latin- American  universities  and  special  schools.    Edgar  E.  Brandon. 

1913. 

No.  1.  Monthly  record  of  current  educational  publications,  January,  1913. 
*No.  2.  Training  courses  for  rural  teachera.    A.  C.  Monahan  and  R.  H.  Wright.    5  cts. 
*No.  3.  The  teaching  of  modern  languages  in  the  United  States.    Charles  H.  Handschin.    15  cts. 
*No.  4.  Present  standards  of  higher  education  in  the  United  States.    George  E.  MacLean.    20  cts. 
*No.  6.  Agricultiu-al  instruction  in  high  schools.    C.  H.  Robison  and  F.  B.  Jenks.    10  cts. 
*No.  7.  College  entrance  requirements.    Clarence  D.  Kingsley.    15  cts. 
*No.  8.  The  status  of  rural  education  in  the  United  States.    A.  C.  Monahan.    15  cts. 
*No.  12.  The  promotion  of  peace.    Faimie  Fern  Andrews.    10  cts. 

*No.  13.  Standards  and  tests  for  measuring  the  efficiency  of  schools  or  systems  of  schools.    5  cts. 
*No.  16.  Bibliography  of  medical  inspection  and  health  supervision.    15  cts. 

*No.  18.  The  fifteenth  international  congress  on  hygiene  and  demography.    Fletcher  B.  Dresslar.    10  cts. 
*No.  19.  German  industrial  education  and  its  lessons  for  the  United  States.    Holmes  Beckwith.    15  cts. 
*No.  20.  Illiteracy  in  the  United  States.    10  cts. 

*No.  22.  Bibliography  of  industrial,  vocational,  and  trade  education.    10  cts. 
*No.  23.  The  Georgia  club  at  the  State  Normal  School,  Athens,  Ga.,  for  the  study  of  rural  sociology.    E.  C- 

Branson.    10  cts. 
*No.  24.  A  comparison  of  public  education  in  Germany  and  in  the  United  States.    Georg  Kerschensteiner. 

5  cts. 
*No.  25.  Industrial  education  in  Columbus,  Ga.    Roland  B.  Daniel.    5  cts. 
*No.  28.  Expressions  on  education  by  American  statesmen  and  publicists.    5  cts. 
*No.  29.  Accredited  secondary  schools  in  the  United  States.    Kendric  C.  Babcock.    10  cts. 
*No.  30.  Education  in  the  South.    10  cts. 
*No.  31.  Special  features  in  citj'  school  systems.    10  cts. 

No.  32.  Educational  survey  of  Montgomery  County,  Md. 
*No.  34.  Pension  systems  in  Great  Britain.    Raymond  W.  Sies.    10  cts. 
*No.  35.  A  list  of  books  suited  to  a  high-school  library.    15  cts. 
*No.  36.  Report  on  the  work  of  the  Bureau  of  Education  for  the  natives  of  Alaska,  1911-12.    10  cts. 

No.  37.  Monthly  record  of  current  educational  publications,  October,  1913. 
*No.  38.  Economy  of  time  in  education.    10  cts. 

No.  39.  Elementary  industrial  school  of  Cleveland,  Ohio.    W.  N.  Hailmann. 
*No.  40.  The  reorganized  school  playground.    Henry  S.  Curtis.    10  cts. 
*No.  41.  The  reorganization  of  secondary  education.    10  cts. 

No.  42.  An  experimental  rural  school  at  Winthrop  College.    H.  S.  Browne. 
*No.  43.  Agriculture  and  rural-life  day;  material  for  its  observance.    Eugene  C.  Brooks.    10  ots. 
*No.  44.  Organized  health  work  in  schools.    E.  B.  Hoag.    10  cts. 

No.  45.  Monthly  record  of  ciu-rent  educational  publications,  November,  1913. 
*No.  46.  Educational  directory,  1913.    15  cts. 

*No.  47.  Teaching  material  in  Government  publications.    F.  K.  Noyes.    10  cts. 
*No.  48.  School  hygiene.    W.  Carson  Ryan,  jr.    15  cts. 

No.  49.  The  Farragut  School,  a  Tennessee  country-life  high  school.    A.  C.  Monahan  and  Adams  Phillips. 

No.  60.  The  Fitchburg  plan  of  cooperative  industrial  education.    M.  R.  McCann. 
♦No.  51.  Education  of  the  immigrant.    10  cts. 
♦No.  52.  Sanitary  schooLhou.ses.    Legal  requirements  in  Indiana  and  Ohio.    5  cts. 

No.  53.  Monthly  record  of  current  educational  publications,  December,  1913. 

No.  54.  Consular  reports  on  industrial  education  in  Germany. 

No.  55.  Legislation  and  judicial  decisions  relating'jtoeducation,  October  1,1909,  to  October  1,  1912.    James 
C.  Boykinand  William  R.  Hood. 

No.  58.  Educational  system  of  rural  Denmark.    Harold  W.  Foght. 

No.  59.  Bibliography  of  education  for  1910-11. 

No.  60.  Statistics  of  State  universities  and  other  institutions  of  higher  education  partially  supported  by 
the  State,  1912-13. 


BULLETIN   OF   THE   BUREAU   OF   EDUCATION.  IH 

1914. 

*No.  1.  Monthly  record  of  current  educational  publications,  Januivry,  1914.    £  ct&. 

No.  2.  Compulsory  school  attendance. 
♦No.  3.  Monthly  record  of  current  educational  publications,  F.ebfuary,  1914.    5  cts. 

No.  4.  The  school  and  the  start  in  life.    Meyer  Bloomfleld.  ''>    «       ot"''''^'*". 

No.  5.  The  folk  high  schools  of  Denmark.    L.  L.  Friend.  ■     ^  ,    ,      - 

No.  6.  Kindergartens  in  the  United  States. 

No.  7.  Monthly  record  of  current  educational  publications,  March,  1914. 
*No.  8.  TheMassachusettshome-projectplanofvocationalagricidturaleducation.    R.  W.Sfciinsoii.    IScts. 

No.  9.  Monthly  record  of  current  educational  publications,  April,  1914. 
*No.  10.  Physical  growth  and  school  progress.    B.  T.  Baldwin.    25  cts. 
*No.  11.  Monthly  record  of  ciurent  educational  publications.  May,  1914.    5  cts. 
*No.  12.  Rural  schoolhouses  and  grounds.    F.  B.  Dresslar.    50  cts. 

No.  13.  Present  status  of  drawing  and  art  in  the  elementary  and  secondary  schools  of  the  United  States. 
Royal  B.  Famum. 

No.  14.  Vocational  guidance. 

No.  15.  Monthly  record  of  current  educational  publications.    Index. 

No.  16.  The  tangible  rewards  of  teaching.    James  C.  Boykin  and  Roberta  King. 

No.  17.  Sanitary  siu-vey  of  the  schools  of  Orange  County,  Va.    Roy  K.  Flannagan. 

No.  18.  The  public  school  system  of  Gary,  Ind.    William  P.  Burris. 

No.  19.  University  extension  in  the  United  States.    Louis  E.  Reber. 

No.  20.  The  riu-al  school  and  hookworm  disease.    J.  A.  Ferrell. 

No.  21.  Monthly  record  of  current  educational  publications,  September,  1914. 

No.  22.  The  Danish  folk  high  schools.    H.  W.  Foght. 

No.  23.  Some  trade  schools  in  Europe.    Frank  L.  Glynn. 

No.  24.  Danish  elementary  rural  schools.    II.  W.  Foght. 

No.  26.  Important  features  in  rural  school  improvement.    W.  T.  Hodges. 

No.  26.  Monthly  record  of  current  educational  publications,  October,  1914. 
*No.  27.  Agricultural  teaching.    15  cts. 

No.  28.  The  Montessori  method  and  the  kindergarten.    Elizabeth  Harrison. 

No.  29.  The  kindergarten  in  benevolent  mstitutions. 

No.  30.  Consolidation  of  rural  schools  and  transportation  of  pupils  at  public  expense.    A.  C.  Monahan. 

No.  31.  Report  on  the  work  of  the  Bureau  of  Education  for  the  natives  of  Alaska. 

No.  32.  Bibliography  of  the  relation  of  secondary  schools  to  higher  education.    R.  L.  WaJkley . 

No.  33.  Music  in  the  public  schools.    Will  Earhart. 

No.  34.  Library  instruction  in  universities,  colleges,  and  normal  schools.    Henry  R.  Evans. 

No.  35.  The  training  of  teachers  in  England,  Scotland,  and  Germany.    Charles  H.  Judd. 
*No.  36.  Education  for  the  home — Parti.    General  statement.    B.R.Andrews.    10  cts. 
*No.37.— Education  for  the  home— Part  II.    State  action,  schools,  agencies.    B.R.Andrews.    30  cts. 

No.  38.  Education  for  the  home— Part  III.    Colleges  and  universities.    B.  R.  Andrews. 

No.  39.  Education  for  the  home — Part  IV.    Bibliography,  list  of  schools.    B.R.Andrews. 

No.  40.  Care  of  the  health  of  boys  in  Girard  College,  Philadelphia,  Pa. 

No.  41.  Monthly  record  of  current  educational  publications,  November,  1914. 

No.  42.  Monthly  record  of  current  educational  publications,  December,  1914. 

No.  43.  Educational  directory,  1914-1.5. 

No.  44.  County-unit  organization  for  the  administration  of  rural  schools.     A.  C.  Monahan. 

No.  45.  Curricula  in  mathematics.    J.  C.  Brown. 

No.  46.  School  savings  banks.    Mrs.  Sara  L.  Oberholtzer. 

No.  47.  City  training  schools  for  teachers.    Frank  A.  Manny. 

No.  48.  The  educational  museum  of  the  St.  Louis  public  schools.    C.  G.  Rathman. 

No.  49.  Efficiency  and  preparation  of  rural-school  teachers.    H.  W.  Foght. 

No.  50.  Statistics  of  State  universities  and  State  colleges. 

1915. 

No.  1.  Cooking  in  the  vocational  school.    Iris  P.  O'Leary. 

No<.  2.  Monthly  record  of  current  educational  publications,  January,  1915. 

No.  3.  Monthly  record  of  current  educational  publications,  February,  1915. 

No.  4.  The  health  of  school  children.    W.  IT.  Heck. 

No.  5.  Organization  of  State  departments  of  education.    A.  C.  Monahan. 

No.  6.  A  study  of  colleges  and  high  schools. 

No.  7.  Accredited  secondary  schools  in  the  United  States.    Samuel  P.  Capen. 

No.  8.  Present  status  of  the  honor  system  in  colleges  and  universities.    Bird  T.  Baldwin. 

No.  9.  Monthly  record  of  current  educational  publications,  March,  1915. 

No.  10.  Monthly  record  of  current  educational  publications,  April,  1915. 

No.  11.  A  statistical  study  of  the  public-school  systems  of  the  southern  Appalachian  Mountains.    Nor« 

man  Frost. 
No.  12.  History  of  public-school  education  in  Alabama.    Stephen  B.  Weeks. 


IV  BULLETIN    OF    THE   BUREAU    OF   EDUCATION. 

No.  13.  The  schoolhoiise  as  the  polling  place.    E.  J.  Ward. 

No.  14.  Monthlj^  record  of  current  educational  publications,  May,  1915. 

No.  15.  MonLh,iy  record  of  current-  educational  publications.    Index,  Feb.,  1914-Jan.,  191.5. 

Ko.  16.  Monthi>  record  of  cunelit  educational  publications,  Jime,  1915. 

No.  17.  Civic ediicp.t'on  In. elementary  scLool,s  as  illustrated  in  Indianapolis.    Arthur  W.  Duim. 

No.  IS.  J  e^ai  od.Ul-^tic^  in  Or<iat  Bri^Win.    II.  S.  Richards. 

No.  19.  Statistics  of  agricultural,  manual  training,  and  industrial  schools,  1913-14, 

No.  20.  The  rural  school  system  of  Minnesota.    H.  W.  Foght. 

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